Eswatini Education Research Journal (EERJ) is a peer-reviewed journal published by Eswatini Education Research Association (EERA). It aims to provide a forum for information exchange about the education sector. It also strives to keep readers informed about changes in education settings and creative solutions to problems in education. Besides, it strives to keep practitioners up to on the best global teaching and learning practices. It also provides an avenue for the dissemination of research-based knowledge on teaching, learning, and practices at all levels of education. The publication, which is available both in print and online, has a high impact factor.
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It is with great pleasure and a profound sense of scholarly purpose that the Editorial Board of the Eswatini Educational Research Journal (ESWERJ) presents Volume 2, Number 1 (March 2026). This volume constitutes the second issue of a journal that was born out of a collective desire by the Eswatini Educational Research Association (EERA) to create a dedicated platform for educational researchers in Eswatini and across the broader Southern African region. Since the publication of our inaugural volume, the response from the scholarly community has been encouraging, and this second volume reflects the growing vibrancy and intellectual energy that ESWERJ is beginning to cultivate.
Copyright (c) 2026 Karen Ferreira-Meyers https://creativecommons.org/licenses/by-nc-sa/4.0
Education in the 21st Century: Open Universities – Breaking Constraints of the Iron Triangle
The history of Open Universities (OUs) is informative and instructive on how the Iron Triangle can be used to sustainably achieve massive quality and affordable HE in contextual, relevant, innovative, and scientific ways. This presentation intends to interrogate the challenge of balancing access, cost, and quality in OUs. The Iron Triangle has been used by my university, the Zimbabwe Open University (ZOU), to successfully implement the Iron Triangle on reforms in HE. However, OUs, since their inception and proliferation in the last quarter of a century, have ridden on the objectives of openness suggested by Lord Geoffrey Crowther, the inaugural chancellor of the UK Open University in 1969. ZOU benchmarked UKOU on openness and has engaged in innovative systemic reforms, quality frameworks, and cutting-edge technologies to navigate its complex nexuses, such as risk-based quality management systems, digital infrastructures, and open educational resources (OERs) to systematically and contextually break the constraints posed against the Iron Triangle of HE. The perspective of the future of OUs in Africa, therefore, should be ambitious on innovation, qualifications frameworks, technological drivers like GenAI and EdTech in advancing regional integrations and partnerships. OUs have a duty of advancing inclusive and high-quality education in line with SDG 4 and Africa’s developmental aspirations; hence, they must reaffirm their strategic relevance in the global education ecosystem by interacting with aspects of openness, GenAI, AdTech, and any new forms of relevant technologies for the education of this and future generations.
Copyright (c) 2026 Prof Emeritus P. H. Gundani https://creativecommons.org/licenses/by-nc-sa/4.0
Evolving Technology in ODeL at Higher Institution in Eswatini: Lecturers’ Perspectives
As education continues to evolve in response to technological change and societal needs, the quality of delivery in open distance and e-learning (ODeL) has become a central concern for educators, researchers, and policymakers. This qualitative study, grounded in an interpretivist design and employing a phenomenological approach, examined the perspectives of lecturers at higher institutions of learning in Eswatini. Ten participants were purposively selected and engaged through semi-structured interviews and focus group discussions. Findings revealed varied attitudes toward ODeL technologies. Some lecturers expressed frustration and resistance, especially when using the Learning Management System (Moodle), online assessment platforms, and videoconferencing tools such as Zoom and Microsoft Teams. They reported challenges including limited digital literacy, increased workload, unreliable internet connectivity, and insufficient institutional support. By contrast, technologically confident lecturers viewed these tools positively, noting their potential for interactive teaching, collaborative learning, and the use of multimedia resources to enhance student engagement. The study concludes that lecturers’ attitudes toward ODeL technologies are uneven, which may affect the quality and consistency of teaching delivery. To address this gap, it is recommended that the higher institutions of learning in Eswatini should implement targeted professional development programmes focusing on specific tools and digital pedagogy. Such training would enhance lecturers’ technological competence, build confidence in online teaching, and promote more consistent integration of digital resources. This, in turn, would strengthen the overall quality of teaching and learning in ODeL environments
Copyright (c) 2026 Hlobsile Methula https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Teaching and Learning in Eswatini Secondary Schools: Bridging Gaps for Resilient and Transformative Education.
The 21st century has positioned digital education as a critical driver for enhancing access, inclusivity, sustainability and relevance within the evolving demands of society and the global economy. Playing a pivotal role in achieving Sustainable Development Goal 4 (SDG4). Eswatini demonstrates a national commitment to this global agenda. However, online learning and digital instruction in secondary schools remains limited and uneven. These disparities continue to expose the education system to vulnerabilities, limiting its resilience against future disruptions. The purpose of this study was to examine factors limiting the integration of digital teaching and online learning in secondary schools, and to identify strategies for improving access, usage, relevance, and sustainability in digital education. Employing a mixed method approach, the study was guided by the Design–Reality Gap framework to analyze the extent to which national policy intentions align with school-level realities. Data were collected through document analysis and questionnaires administered to teachers in nine secondary schools in the Manzini region. The questionnaires were analyzed using descriptive statistical techniques. Findings revealed significant gaps undermining effective digital education: inadequate ICT infrastructure and unreliable internet (technology gap), limited digital pedagogical skills (skills gap), and fragmented professional development policies (management & support gap). These gaps limit inclusivity and resilience. The study concludes that bridging these gaps is essential for creating resilient and transformative education systems. It recommends targeted investment in ICT infrastructure and affordable internet, sustained teacher training in digital pedagogy, policy recalibration for coherence, and engage multi-stakeholder partnerships to co-create sustainable digital education ecosystems.
Copyright (c) 2026 Bongiwe sithole@sbv, Nelsiwe Ndlela https://creativecommons.org/licenses/by-nc-sa/4.0
Breaking Digital Barriers: An Integrative Review and Conceptual Framework for Gender-Responsive Open Distance and E-Learning Design
Women remain systematically underrepresented in Open, Distance and e-Learning (ODeL) across Sub-Saharan Africa and South Asia, experiencing dropout rates 15-25 percentage points higher than men due to time poverty, digital access barriers, and cultural constraints. This integrative review synthesized 45 empirical studies, programme evaluations, and policy documents (2019-2024) to identify design features that improve women's retention and completion. Findings reveal time poverty as the primary barrier, with women spending 3-5 hours more daily on unpaid care work. Programmes implementing micro-modular content (10–20-minute units), mobile-first design with offline access, community learning hubs, and multilingual delivery improved female completion rates by 18-35 percentage points and reduced gender gaps to under 5 points. We develop a Gender-Responsive ODeL Design and Evaluation Toolkit comprising four evidence-based principles (flexible scheduling, mobile-first delivery, community-embedded learning, multilingual content), 32 specific implementation actions, and 40 monitoring indicators spanning access, engagement, barrier reduction, and empowerment outcomes. The toolkit provides minimum viable indicator sets for resource-constrained contexts using existing data sources (LMS analytics, SMS surveys, facilitator reports). Limitations include potential publication bias toward positive findings, heterogeneity in outcome measures across contexts, and regional imbalance favouring East/Southern Africa. The framework requires local validation and pilot testing before scale-up to ensure cultural appropriateness and feasibility.
Copyright (c) 2026 Faith Chiwungwe, Liliosa Pahwaringira, Elizabeth Tirivavi https://creativecommons.org/licenses/by-nc-sa/4.0
Quality Assurance in Open and Distance Learning amid AI hype: A case study of three Universities in Zambia
The integration of Artificial Intelligence (AI) into education has triggered significant changes, especially within Open and Distance Learning (ODL) systems, creating both opportunities and challenges for maintaining quality. In Zambia, where ODL is crucial for expanding access to higher education, AI's impact raises essential questions about upholding educational standards. This study investigates how AI is being integrated into quality assurance processes at three Zambian universities—University A, University B, and University C. These institutions, representing both public and private sectors, have adopted AI-powered solutions for curriculum delivery, assessment, and student support. Using a qualitative case study approach, the research examined the strategies these universities employ to balance technological progress with preserving the quality and equity of educational experiences. Data gathered from interviews, focus groups, and document analysis offered insights into the successes and challenges of AI in improving ODL, while also highlighting institutional issues such as digital infrastructure, faculty readiness, and ethical considerations. The findings add to the broader discussion on AI’s role in education and provide valuable insights for policymakers, educators, and stakeholders to enhance the quality assurance processes of ODL programs in Zambia and beyond.
Copyright (c) 2026 Jive Lubbungu https://creativecommons.org/licenses/by-nc-sa/4.0
Language, Technology, and Equity in the ODeL Era: Reimagining Access and Inclusion in 21st Century Education in Zambia
The growth of Open and Distance e-Learning (ODeL) in Zambia, particularly accelerated by the COVID-19 pandemic, has presented significant opportunities for expanding access to education. However, this growth has also revealed persistent inequities related to language use, especially for learners in rural and linguistically diverse contexts. While English remains the default language of instruction across digital platforms, a significant proportion of learners interact more fluently in indigenous languages. This study examines how language use in Zambia's ODeL environment influences access, participation, and equity among learners from different linguistic backgrounds. Anchored in the Linguistic Human Rights framework and the Digital Equity Model, the study adopts a qualitative case study design involving document analysis of selected ODeL platforms, in-depth interviews with educators, and focus group discussions with learners in rural and peri-urban areas. Findings reveal that English-only instruction excludes large sections of the population from fully engaging with online content, resulting in diminished learning outcomes and reduced retention rates. Participants express a strong preference for content that integrates local languages or provides multilingual options. The study concludes that linguistic accessibility remains a key barrier to inclusive digital education in Zambia and argues for the adoption of multilingual practices in ODeL policy and content development. Such reforms would enhance comprehension, reduce learner attrition, and promote a more equitable education system. The study offers recommendations for policymakers, instructional designers, and education stakeholders committed to making ODeL systems more inclusive, sustainable, and responsive to Zambia's multilingual realities.
Copyright (c) 2026 Dr. Pethias Siame, Mr. Raphael Chisenga https://creativecommons.org/licenses/by-nc-sa/4.0
An Investigation of the Application of Machine Learning as a Tool and a Method for Mathematics and Statistics Instruction Within the Context of ODeL
The application of machine learning (ML) in mathematics education has increased in recent years, but not without its own challenges. This study investigates how ML can be used as a tool and method in Mathematics and Statistics instruction within the context of Open and Distance e-Learning (ODeL) and unravels the perceived challenges and prospects. Data were collected through email questionnaires with closed and open-ended statements. These questionnaires were delivered to 50 participants selected through random and purpose sampling to include those with experiences of both conventional and ODeL setups. The participants were qualified mathematics teachers and lecturers from secondary schools, teachers’ colleges and universities in Gweru, Zimbabwe. They rated given statements on a Likert scale and stated their own perceived and observed challenges and prospects of applying ML in instruction. Data were analysed using descriptive and inferential statistics and qualitatively through content analysis and by categorizing and interpreting emerging themes. Thus, a mixed method design - using multiple sources, instruments and analysis methods - was used. Results indicated that most respondents were concordant on the Likert statements and that ML technologies have advantages such as personalised instruction, interactive assessments, and on time feedback, among others. Challenges included lack of creativity by students, lack of the human, moral and sympathetic aspect, data collection and algorithmic biases, among others. It was recommended that ML for mathematical sciences instruction could not be wholly done away with. This study could help in the evaluation and implementation of ML policies in ODeL institutions.
Copyright (c) 2026 Silvanos Chirume https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of University Students With Artificial Intelligence Writing Tools
The study investigated experiences of undergraduate English Language students at the University of Eswatini regarding the use of Artificial Intelligence (AI) writing tools. The study objectives were two-fold: to determine the prevalent AI writing tools used by undergraduate English Language students; and to find out how students used AI writing tools in academic writing. The study employed concurrent mixed-methods research design A mixed-methods approach was employed, combining quantitative data from structured questionnaires with qualitative insights from semi-structured interviews involving 32 participants. Simple random sampling technique was employed. Data analysis included descriptive statistics for quantitative data and thematic analysis for the qualitative data, ensuring a comprehensive understanding of students’ experiences. Findings revealed a high frequency (67%) of AI writing tools usage for purposes such as proofreading, grammar check; paraphrasing and enhancing readability; and for idea generation. The findings also revealed that most of the students (75%) never disclosed their use of AI writing tools in their academic assignments because of fear that AI use may be viewed as academic dishonesty. Recommendations for future research included exploring the long-term impacts of AI writing tools on academic performance and expanding the scope to include other disciplines.
Copyright (c) 2026 Bheka Sifundza, Dr. Joseph Osodo https://creativecommons.org/licenses/by-nc-sa/4.0
From Language Barriers to Linguistic Bridges: A Discourse Analysis of Equity in Zambia's Digital Education Platforms
As Zambia continues to embrace digital education initiatives such as e-learning portals, EduTV, and mobile-based learning platforms, language has become a central but often overlooked factor in determining the success and inclusivity of these systems. Despite the country's rich linguistic diversity, English remains the dominant language of instruction, creating barriers for learners who are more proficient in indigenous languages. This study investigates how language use and discourse patterns on Zambia's digital learning platforms contribute to or hinder equitable access to education. Drawing on Fairclough's Critical Discourse Analysis framework and the theory of Linguistic Capital, the study examines the textual and interactive content of national digital learning resources and conducts focus group discussions with learners from different linguistic backgrounds. The research reveals that English-dominated discourse, formal terminology, and abstract academic language alienate learners, particularly in rural and peri-urban areas. In contrast, platforms that incorporate local languages, informal tone, and culturally relevant examples show higher learner engagement and retention. The findings highlight how digital language practices can either reinforce educational exclusion or serve as tools for inclusion and empowerment. The study concludes that for digital education in Zambia to be genuinely transformative, it must move from language barriers to linguistic bridges by adopting inclusive discourse strategies that recognise and value Zambia's multilingual realities. Practical recommendations are made for content creators, education policy developers, and digital education stakeholders on how to design linguistically accessible and equitable learning environments.
Enhancing Students Wellness and Mental Health in ODeL Environments: A Framework for Student Success in Zimbabwe
As ODeL expands in Zimbabwe, ensuring the mental health and wellness of students is a strategic necessity. This study explored the status of Final-year Bachelor of Educational Management students’ wellness and mental health support services at ZOU, aiming to develop a contextualized framework for promoting student success in ODeL settings. A qualitative research approach using a multiple case study design was employed. Data were collected through semi-structured interviews and focus group discussions involving students, lecturers, and Student Affairs staff across three ZOU regional campuses. Participants were selected using homogenous purposive sampling to ensure inclusion of individuals with direct experience in supporting student wellness. The sample comprised ten lecturers, four Student Affairs staff, and sixteen students. Data were analysed thematically to identify patterns, gaps, and opportunities in existing support systems. Findings revealed that, although ZOU provides counselling, peer support, and financial assistance initiatives, significant systemic and policy gaps persist, and institutional coordination is limited. Students continued to face stressors related to financial pressures, role conflicts, and limited digital access, contributing to burnout, demotivation, and attrition. The study concluded that the absence of a dedicated mental health and wellness policy results in fragmented service provision, relying on individual initiative rather than structured institutional frameworks. The study proposed a holistic, context-specific framework that integrated virtual counselling platforms, peer wellness ambassadors, mental health awareness campaigns, and partnerships with registered external service providers. In addition, it recommended institutional policy reforms to prioritize learner wellness as a core component of quality assurance in ODeL programmes.
Copyright (c) 2026 Sophie Hlatywayo, Tazivei Dondofema https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Health Education in Promoting Mental Well-being Among University Students in Zambia
Mental well-being among university students is a critical issue that influences academic performance, personal development, and overall quality of life. This study investigates the role of health education in promoting mental well-being among university students in Zambia. The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive data from a diverse sample of students across four Zambian universities. Key areas of focus include the effectiveness of existing health education programmes, students' awareness and attitudes toward mental health, and the impact of these programs on reducing stress, anxiety, and depression. Findings reveal that while there is a growing recognition of the importance of mental health, many students still lack adequate knowledge and resources to manage their mental well-being effectively. Health education initiatives, particularly those integrated into the university curriculum and supported by counseling services, play a pivotal role in enhancing students' understanding and management of mental health issues. The study highlights the need for more robust and accessible health education programmes that are culturally sensitive and tailored to the specific needs of Zambian students. Recommendations include implementing comprehensive mental health education programmes, increasing training for educators and counselors, and promoting a supportive campus environment. These measures are essential for fostering resilience, reducing stigma, and promoting a culture of mental wellness among university students. The research underscores the critical role of health education in improving mental well-being and suggests that such initiatives should be a priority for educational institutions in Zambia.
Copyright (c) 2026 Jive Lubbungu, Augustine Sisagali Lumwanga https://creativecommons.org/licenses/by-nc-sa/4.0
Correlation Between Mental Health, Performance and Productivity in Educational Workplaces
Mental health has become one of the most critical determinants of productivity in the workplace, with strong evidence linking poor mental health to absenteeism, presenteeism, and reduced performance. These effects are even more visible in educational institutions, where the quality of teaching and research depends on staff wellbeing. Global surveys have shown that depression and anxiety contribute to losses estimated at over a trillion dollars annually, and the burden is expected to rise if not addressed. At the same time, Sub-Saharan Africa, including Eswatini, faces additional challenges such as limited resources, cultural stigma, and shortages of professional support services. This paper presents a critical literature review of studies published between 2020 and 2025 that examine the relationship between mental health and workplace productivity. The review identifies key workplace drivers of poor mental health, including heavy workloads, job insecurity, lack of management support, and stigma, while also recognizing protective factors such as supportive leadership, employee assistance programs, and flexible work arrangements. The findings suggest that institutions can play a decisive role in protecting staff wellbeing by adopting mental health policies, creating awareness programs, and providing access to professional services. While evidence from high-income countries is encouraging, there is a clear gap in research focusing on Sub-Saharan African universities. The review therefore concludes with a call for more locally relevant studies and for institutions to implement targeted, context-sensitive interventions to improve staff wellbeing and sustain productivity in higher education.
Copyright (c) 2026 NtombI Motsa-Mthunzi https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Social Media on the Teaching and Learning of the SiSwati Mother Tongue
The 21st-century learning paradigm enforces education outside the traditional classroom. It gave way to social media platforms as alternate learning spaces. The primary objective of this paper was to investigate the impact of social media on the teaching and learning of the siSwati mother tongue. It adopted a qualitative, observational research approach, and data were generated through an observation guide with six items that were designed by the researchers. Purposive sampling was used to identify physical and online platforms where the SiSwati language was the medium of communication. These platforms included WhatsApp, SMS message threads, street drama recordings, and community presentations, as well as TikTok and YouTube videos. The data were analysed using thematic content analysis. The generated data were compared to the curriculum content taught to learners in the SiSwati subject by utilising thematic analysis. The findings indicated that social media content has positive and negative effects on the SiSwati language. The conclusions drawn were that advancement of technology has led to new forms of social media platforms, which have increased participation and interaction in the SiSwati language. This trend enforced creative expression in siSwati among the youth, although it often resulted in compromised spelling. Social media platforms facilitated learning the SiSwati language and promoted its use in various contexts. However, this trend compromised the originality of the language and cultural values modelled. Therefore, it is essential for Emaswati to embrace AI language tools such as Grammarly. Additionally, language experts must provide guidance on the proper usage of the siSwati language
Copyright (c) 2026 Dr Mkhonta, Portia Phindile, Gcebile Malaza https://creativecommons.org/licenses/by-nc-sa/4.0
Adult Literacy and Farmers’ Adoption of Agricultural Innovation in South-East, Nigeria
Adult literacy aims to equip farmers with essential skills in reading, writing, and numeracy, enabling them to better understand and embrace innovations, including those related to agricultural practices. Despite its importance, there has been limited empirical evidence linking adult literacy to farmers’ adoption of agricultural innovations in South-East Nigeria. This study therefore investigated the relationship between adult literacy and farmers’ adoption of agricultural innovation in the region. A quantitative approach using a correlational survey design was employed, involving 379 respondents selected through multistage sampling procedures. Data were collected using a 44-item structured instrument titled Adult Literacy and Agricultural Innovation Farmers’ Adoption Questionnaire (ALAIFAQ). The questionnaire was content validated by three experts, and its reliability was confirmed using the Cronbach Alpha method, yielding a coefficient of 0.76. Data analysis was conducted using the Pearson Product Moment Correlation to address the research questions and test the null hypotheses at the 0.05 significance level. Findings revealed that adult literacy has a significant positive high correlation with farmers’ awareness and a significant positive moderate correlation with farmers’ interest in agricultural innovations. The study also showed a non-significant positive low correlation between adult literacy and farmers’ evaluation of innovations. However, adult literacy demonstrated a significant positive high correlation with farmers’ trial of innovations and their eventual adoption for sustainable agricultural development in South-East Nigeria. The study concludes that adult literacy is a critical factor influencing farmers’ engagement with agricultural innovations. Strengthening adult literacy programmes is therefore recommended to enhance farmers’ awareness, interest, trial participation, and adoption of new technologies.
Copyright (c) 2026 Asogwa,Vincent Chidindu, Edward C. Isiwu , Chris Olusola Omoregie https://creativecommons.org/licenses/by-nc-sa/4.0
Transformative Strategies for Fostering Self-Directed Learning in Distance Education
The evolving landscape of higher education demands the implementation of transformative teaching and learning strategies that empower students to become autonomous students, capable of navigating complex and ever-changing knowledge domains independently. Using a qualitative systematic review, the study examines transformative teaching and learning strategies that foster student autonomy, critical thinking, and adaptive learning skills among distance education students. The review reveals several key teaching and learning strategies that significantly enhance self-directed learning capabilities, including problem-based learning, project-based learning, case-based learning, played-based and cooperative learning. These strategies were found to promote active student engagement, critical reflection, and independent learning behaviours among distance education students. The findings further reveal that the successful implementation of these transformative teaching and learning strategies requires thoughtful consideration of several enabling factors. These include the availability and reliability of technological infrastructure, comprehensive instructor training, and robust student support systems. Without these foundational elements, the effectiveness of transformative strategies may be compromised. This study contributes to the growing body of knowledge on transformative education by offering strategies tailored for distance learning environments. The findings will inform pedagogical practices, curriculum development, and institutional policies aimed at creating more effective, inclusive, and empowering educational experiences for lifelong learners engaged in distance education.
Copyright (c) 2026 Frieda Kavetuna https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Critical Thinking and ICT Integration Through Authentic Assessment at the University of Eswatini: A Synthesis of Cognitive, Linguistic, and Pedagogical Models
Authentic assessment tasks demanding independent reading, collaborative and independent writing, presentation, and reflection promise to enhance critical thinking and deep learning in university-level English language and linguistics. However, skepticism persists regarding the impact of artificial intelligence(AI) in assessments at university level which raise concerns about students’ preparedness in implementing their skills in their professions after graduation. This study aimed to evaluate a pedagogical model integrating ICT tools with authentic assessments to foster critical thinking and deep learning in university-level English linguistics. An experimental design was implemented where undergraduate students completed tasks, including content generation through group collaboration, handwritten submissions and digital presentations using prescribed texts, web searches, and AI outputs. Data from assignments, presentations, and narratives were analyzed using Trumper-Hecht’s (2008) three-dimensional model. Key findings showed that structured tasks like handwritten submissions, slide creation and audio-visual presentations reduced initial overreliance on copied AI/web content and encouraged deeper engagement. However, limitations persisted, as students often integrated irrelevant or superficial web content into final submissions due to insufficient academic reading. Despite this, group work prompted cognitive growth through social negotiation, and those students who actively processed material demonstrated stronger retention and performance tested in monitored tests. The study concludes that while AI aids content generation, well-designed ICT-mediated authentic assessment designed to enhance engagement with content and social interaction with others is crucial for developing critical thinking and linguistic schemata. It recommends integrated curriculum designs that combine ICT tools with collaborative, multi-stage tasks to ensure authentic learning outcomes in assessing language tasks.
Copyright (c) 2026 Virginia Dlamini-Akintola https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of Agriculture Teachers in Assisting Learners Using the Eswatini Learning Passport
The growing emphasis on digital learning in Eswatini’s education system underscores the need to understand how teachers facilitate learners’ engagement with emerging educational technologies. The Eswatini Learning Passport (ELP), developed through a partnership between the Ministry of Education and Training, UNICEF, and Microsoft, was introduced to enhance equitable access to quality learning materials across schools. However, its successful use depends largely on teachers’ ability to guide learners effectively. This study explored the experiences of agriculture teachers in assisting learners to use the Eswatini Learning Passport. Specifically, it was guided by the following research questions: (i) How do agriculture teachers guide learners in using the Eswatini Learning Passport? (ii) What challenges do agriculture teachers face when assisting learners to use the platform? and (iii) What strategies can be implemented to enhance effective use the ELP? A phenomenological research design was employed to capture teachers’ lived experiences and practical reflections. Data were collected from five (5) teachers of agriculture selected through purposive sampling from schools across the four regions of Eswatini. Semi-structured interviews were conducted, and the data were analyzed thematically through line-by-line textual analysis to identify emerging themes. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability, while ethical considerations such as informed consent, confidentiality, privacy, and avoidance of harm were strictly observed. The findings revealed that while teachers recognize the educational value of the ELP, its use is constrained by limited access to devices, poor internet connectivity, inadequate digital skills, and lack of institutional support. Teachers mainly provided verbal and informal guidance, often limited by infrastructural and motivational barriers among learners. The study concludes that the ELP holds great potential for enhancing digital learning, but its impact depends on systematic teacher training, improved infrastructure, and school-level leadership support. It recommends targeted capacity building, awareness campaigns, and the integration of ELP into national policy frameworks to strengthen digital inclusion and teaching effectiveness in Eswatini
Copyright (c) 2026 Shabangu, Nonduduzo Eunice, Tsikati, Alfred Fana https://creativecommons.org/licenses/by-nc-sa/4.0
The impact of insufficient Action Research Skills on Mathematics Teachers Ability to Diagnose Learner Challenges in Eswatini.
The significance of action research in helping mathematics teachers in empowering mathematics teachers in addressing learners’ problems in mathematics has been overlooked by teachers’ colleges for a long time, resulting in a low pass rate by learners in mathematics. Despite the research methodology being one of the compulsory modules in teacher education, teachers’ colleges seem to concentrate on conventional research and do little to capacitate students with skills to carry out Action Research and this leaves mathematics teachers without skills to diagnose learners’ challenges in the mathematics classroom. The purpose of this study, therefore, is to investigate the impact of limited action research skills on mathematics teachers to address learner challenges. This study uses a survey involving thirty randomly selected primary school teachers in the four regions of Eswatini and the data was collected using questionnaires and interviews. The research paper uses a mixed approach in data presentation and analysis. Results reveal that 90% of primary school mathematics teachers do not know action research. The 10% that indicated that they knew action research, however, were not able to give the action research cycles and all the teachers were never taught how to carry out action research at college. The study concludes that mathematics teachers do not use action research as a tool for solving problems in mathematics. The research paper recommends that the practice of action research become compulsory in teacher education. It also recommends that the National Curriculum Unit holds workshops to empower mathematics teachers with skills in action research.
Copyright (c) 2026 Munamato Turugari https://creativecommons.org/licenses/by-nc-sa/4.0
Reintegration policy for teenage mothers in the teaching-learning process and ASRHR: Learner perspective.
Adolescent pregnancy in Eswatini contributes to high school dropout rates among girls. To address this, the teenage mothers’ school reintegration policy enables pregnant learners and teenage mothers to continue their education. This qualitative study explored high school learners’ perspectives of the policy in the Hhohho region. Using a descriptive design, 18 participants (girls, boys, and teenage mothers aged 13–19) were purposively recruited. Data was collected through semi-structured interviews and analyzed thematically. Findings revealed mixed attitudes: while some valued the policy for offering teenage mothers a second chance, others criticized it for normalizing pregnancy among learners. Learners expressed both condemnation and empathy toward pregnant peers, with experiences ranging from emotional abuse to supportive behaviours. Self-stigmatization among teenage mothers was common, reflecting broader societal attitudes. Perspectives on the policy’s effectiveness varied, particularly regarding its implications for adolescent sexual and reproductive health and rights (ASRHR). The study recommends strengthening educators’ capacity and engaging parents in policy discussions to foster supportive school environments, reducing stigma, and promoting learner understanding. Such interventions could enhance the policy’s impact and contribute to improved educational outcomes for adolescent mothers.
Copyright (c) 2026 Sifundza, Sisekelo Lindubuhle , Dlamini, Colile Pertunia https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of Boy Learners in a Single-Sex High School in Eswatini: A Guidance and Counselling Perspective
Abstract This study explored the lived experiences of boy learners in a single-sex high school in the Manzini region of Eswatini. Particular attention was given to how the absence of structured guidance and counselling services affects their emotional and psychosocial well-being. It sought to understand how masculine norms and school culture shape the boys’ emotional expression, identity development and engagement with counselling support. A qualitative phenomenological design within the interpretivist paradigm was employed. Ten boys aged 14–18 were purposively selected from Forms 3–5. Data were collected through semi-structured interviews and focus group discussions, and then analysed thematically using Braun and Clarke’s (2012) approach. Findings: Four major themes emerged which include personal growth and discipline; pressures of masculinity; emotional suppression and support needs; and resilience through brotherhood. The study found that while single-sex schooling promotes discipline and unity, it also reinforces restrictive masculine expectations that discourage emotional openness and help-seeking behaviour. The absence of gender-sensitive counselling services limits boys’ access to psychosocial support, leading to emotional strain. Grounded in equity feminism (Sommers, 2000) and Kivel’s (1999) man in the box model, the study demonstrates that effective guidance and counselling in boys’ schools requires challenging traditional masculine ideologies and integrating gender-sensitive approaches. It recommends policy reforms that institutionalise structured counselling in single-sex schools, teacher training in gender-responsive guidance and peer mentorship programmes that foster positive masculinity and emotional resilience.
Copyright (c) 2026 Zodwa Fakude, Makondo, Davison https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming College Education Programmes in Africa for 21st Century Relevance and Equity: A Qualitative Policy Analysis
The paper ‘Transforming College Education Programmes in Africa for 21st Century Relevance and Equity’ is a qualitative policy analysis that reviews existing models and synthesises recent research, policy developments, and case studies to propose actionable strategies for transforming college education programmes in Africa. The demand for higher education in Africa continues to rise across the continent. However, many students face significant challenges related to access, affordability, and quality in college education programmes in the 21st century. Often, the prevailing system fails to equip students with the skills required to succeed in the evolving local and global economies, as course content is frequently disconnected from real-world conditions. The paper then evaluates existing models that tend to favour wealthy students than talented individuals from low-income backgrounds, while also addressing curricula that lag behind in industry needs, burdened by inadequate facilities, and limited funding. Four central pillars for transformation are articulated, and they include broadening access, making education more affordable, fostering innovation, and ensuring long term sustainability. The paper offers practical ideas of implementing blended learning platforms to increase access, establishing scholarship programmes targeted at underrepresented communities, developing industry oriented academic partnerships for curricula relevance, and adopting green campus initiatives for sustainability. It also discusses regulatory frameworks recommendations that support public and private collaboration, motivate curriculum updates that are responsive to labour market trends, and invest in faculty development programmes focused on new pedagogical methods. Ultimately, this study provides education stakeholders with actionable guidelines to create a higher education system that is more inclusive, future focused, and supportive of Africa’s broader socio-economic development goals.
Copyright (c) 2026 Pholile Anthea Dlamini https://creativecommons.org/licenses/by-nc-sa/4.0
Empowering Educators: Leadership Approaches to Conflict Management in Educational Institutions
Conflict is an unavoidable dimension of educational institutions, arising from divergent professional goals, limited resources, cultural diversity, and interpersonal misunderstandings. Effective leadership is therefore essential in managing conflict constructively to promote a conducive teaching and learning environment. This study examines leadership approaches to conflict management with a central focus on how empowering educators enhances harmony, trust, and professional performance within schools. This is a desk review paper. Drawing on literature reviews, documented case analyses, and theoretical frameworks, the study is a positional paper, checking on leadership styles and prospects of conflict management in educational institutions. Findings indicate that transformational and distributed leadership approaches foster educator empowerment, strengthening collaborative problem-solving, open communication, and shared responsibility. Schools led by principals with strong emotional intelligence and cultural awareness tend to mitigate conflict proactively, reducing tension among teachers, learners, administrators, and community stakeholders. In contrast, overly transactional leadership—while valuable for maintaining structure—often results in reactive conflict management and limited teacher participation. The study concludes that leadership style requires participatory, empathetic, and capacity-building leadership practices that empower teachers as active agents in maintaining institutional harmony. Recommendations include integrating conflict management training into teacher-education programs, adopting participatory decision-making structures, and institutionalizing restorative practices that promote dialogue and mediation. Empowered educators are better equipped to resolve conflict constructively, improving institutional effectiveness and educational outcomes.
Copyright (c) 2026 Oliver Magasu, Kasonde Mundende https://creativecommons.org/licenses/by-nc-sa/4.0
Restructuring Higher Education for Public Service: Implications of the EIMPA–IDM Merger on Academic Staff
The Ministry of Public Service initiated a structural reform process of merging the Eswatini Institute of Management and Public Administration (EIMPA) and the Institute of Development Management (IDM). This reform followed the dissolution of the IDM tripartite partnership among Botswana, Lesotho, and Eswatini, which governed IDM. The merger aimed to establish a single, nationally governed institution for civil service training. While the policy rationale for the merger was articulated in official statements, its potential implications for EIMPA's academic staff were not formally examined. This study investigated the anticipated impact of the proposed merger on EIMPA academic personnel. It focused on how lecturers perceived the transition in relation to their job security, roles, institutional affiliation, professional identity, and participation in the process. This transition raised critical questions about its implications for the academic staff, about whether they would be automatically retained in the merged entity, redeployed, or expected to reapply. A descriptive case study design was employed, targeting all thirteen academic staff. Given the small population size, the study used a census sampling approach, enabling full participation. Data were collected through structured questionnaires, allowing for both quantitative and qualitative data. The findings generated insights to inform more inclusive and transparent merger processes. It also contributed to the broader discourse on institutional restructuring in public service education, particularly in small states undergoing administrative reforms. Ultimately, the study aimed to support evidence-based decision-making and ensured that the voices of academic staff were considered in shaping the future of public service training in Eswatini.
Copyright (c) 2026 Lungile Baphetsile Ngcamphalala https://creativecommons.org/licenses/by-nc-sa/4.0
Information and Communication Technologies as Promoters of Educational Quality: The Educational Reality in Mozambique
The mixed-method, descriptive paradigm study was conducted in ten secondary schools in rural areas, with the aim of assessing the use of digital tools in an educational context. Thus, 500 self-administered questionnaires in physical format were distributed to students attending 12th grade, and 416 responses were returned. This approach was chosen due to the reported lack of computer equipment in these schools and the absence of an Internet connection. In addition to the questionnaires, five interviews were conducted with key informants by telephone and recorded, including school principals and teachers. The districts were selected based on the availability of teachers to participate in the study as collaborators in order to administer the questionnaires and return them with responses by physical mail. These collaborators were included due to the researcher's difficulty in travelling to all study locations, given the size of the country, logistics, and the time required and available. SPSS 22.0 statistical software was used to analyse the data from the questionnaires, and content analysis was used for the interviews. The results of the study indicate that the integration of information and communication technologies into the curriculum is in its infancy in Mozambican schools. This is due to the country's financial constraints, coupled with inadequate policies and limited support infrastructure and human resources for use in an educational context. These limitations compromise the quality of learning, school results, and, above all, the development of individual skills in the context of the 21st century. These skills stimulate transformative initiatives in education and innovation for quality
Copyright (c) 2026 Cuamba, Patrícia Graça https://creativecommons.org/licenses/by-nc-sa/4.0