http://hdl.handle.net/10386/3287 Aportal Journal Thu, 30 Apr 2026 10:20:21 GMT 2026-04-30T10:20:21Z http://hdl.handle.net/10386/5469 Teachers’ motivation as a mediation mechanism in self-directed learning-conducive primary school environments Du Toit-Brits, Charlene; Armstrong, Elizabeth-Ann; Blignaut, Henry Although self-directed learning (SDL) is widely recognised as the foundation for learner autonomy and lifelong learning, limited empirical research has examined how teachers’ motivation mediates the cultivation of SDL-conducive learning environments in primary schools. Guided by Self-Determination Theory and Long’s dimensions of SDL (motivation, metacognition, and self-regulation), this qualitative interpretive study explored how teachers' motivation shapes supportive learning environments. Eleven (11) purposively selected primary school teachers from the North-West Province participated in semi-structured face-to-face individual interviews. Data were analysed inductively using thematic analysis. The findings suggest that teachers’ autonomous motivation operates through two interconnected pathways: (1) climate-building teaching practices that foster psychological safety, competence, autonomy and belonging; and (2) lead-by-example modelling that makes goal setting, reflection, and self-monitoring visible to learners. In contrast, lower motivation and limited support were associated with a reversion to more teacher-centred practices that restrict the autonomy of the learner. This study contributes to SDL scholarship by conceptualising teachers’ motivation not as a static trait, but as an enacted professional resource that mediates between instructional design and the development of learner SDL in primary education settings. Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10386/5469 2026-01-01T00:00:00Z http://hdl.handle.net/10386/5468 Leveraging Artificial Intelligence in higher education Mooney, Gill; Imandin, Lailah This concept paper explores the adoption of artificial intelligence (AI) in higher education, arguing that such integration must be guided by established teaching and learning theories, rather than purely technological models like TPACK and TAM. While AI presents opportunities for enhanced teaching, learning and administrative efficiency, it also raises concerns about academic authority, digital competence, and ethical implications. Drawing on Vygotsky’s social cognitive theory, particularly its emphasis on cultural tools and social mediation, we propose a methodological approach that analyses higher education components, their interrelationships, and the formation of an institutional data pool. This Vygotsky-inspired framework advocates for leveraging AI through an institutional content management system (CMS) to foster collaborative knowledge construction. The paper addresses key challenges, including utopian-dystopian divides, ideological biases, and the need for new AI discourse, thereby contributing to a theoretically grounded model for AI integration in higher education. Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10386/5468 2026-01-01T00:00:00Z http://hdl.handle.net/10386/5467 Exploring early language learning instructional patterns in multilingual English Foreign Language classrooms across South Africa and Zimbabwe Taringa, Beatrice; Manyike, Tintswalo Vivian African colonial history reshaped the linguistic terrain and complicated language planning in South Africa and Zimbabwe. The coming of the colonial languages brought linguistic inequality which relegated the National Indigenous Languages (NILs) into the periphery. This paper explores stakeholder perceptions of translanguaging in teaching and learning of English Foreign Language (EFL) for selected South African and Zimbabwean primary school learners. The multiple qualitative case study based on constructionist ontology and interpretive epistemology is used in the study. Drawing on ideas of cultural capital theory, four key-informant teachers and four school principals (South Africa) or school administrators (Zimbabwe) were selected through purposive sampling. Data were gathered through two virtual focus group discussion (one per country) using open-ended questions. Data were analysed descriptively using thematic web-like approach. The open and axial coding techniques of grounded theory were applied. The sub-themes, themes and global themes that emerged were constructed and interwoven into a narrative about the participants’ perceptions of translanguaging in multilingual classrooms using EFL as Language of Teaching and Learning (LoLT) (per South African terminology) or EFL as Medium of Instruction (MoI) (per Zimbabwean terminology). Findings revealed that key-informants perceive translanguaging differently and take it both as an asset or liability in EFL learning spaces. For some, it is an instructional pedagogical asset for bridging linguistic gaps in multilingual and multicultural contexts while for some it is a liability that may derail efforts in fostering learner’ English language proficiency. The paper recommends that similar studies be undertaken in other contexts to see if they are echoing the same sentiments. Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10386/5467 2026-01-01T00:00:00Z http://hdl.handle.net/10386/5466 Assessment practices in the cultivation of employability skills of Accounting graduates from public TVET colleges Mditshwa, Simbongile; Ngulube, Beatrice; Mafa-Theledi, Olivia Neo; Monama, Johanna Raisibe The purpose of this study was to explore the dynamics of assessment practices in the development of employability skills of Accounting graduates from public TVET colleges. Adequate assessment practices in TVET colleges are critical for verifying competence-based learning, providing essential feedback to improve teaching quality, ensuring industry readiness and upholding certification standards. The data was collected from fifteen (15) purposively sampled lecturers who were involved in the teaching and learning of Accounting in eight (8) TVET colleges in Eastern Cape. Semi-structured (face-to-face) interviews and lesson observations were used as methods of collecting the data. The findings from the study show that there are rigid and traditional assessment practices in TVET colleges, excessive use of traditional teaching routines which lacks the school-industry configuration. The researchers proposed that there should a variety in assessment strategies to accommodate students with different abilities as this was also stressed in Multiple Intelligences (MI) theory. Multiple teaching and assessment strategies are a vehicle for development of multiple abilities which are essential for smooth transition from the schooling setting to labour market. This research also suggested that misalignments in terms of curricula, assessment and other factors must be reported or taken to PLCs in order to engage curriculum policymakers. This paper argues that internal continuous assessment must be used to test the competence level of students, as opposed to final examinations. Lastly, future studies may also look into instructional dynamics and contextual matters in relation to assessment practices in the provision of technical and vocational education Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10386/5466 2026-01-01T00:00:00Z