Strategies for sustaining teachers’ engagement by heads of departments in higher education institutions in Cameroon: Insights from Ubuntu by Sophie Etomes

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The induction process of novice teachers in primary schools: experiences of school management teams by Thelma Mkhabele, Ephraim Kgwete, Nevensha Sing

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Perceptions of principals and district officials regarding how the school district supports principals’ instructional leadership by Kamlawthee Dhanpat, Suraiya Rathankoomar Naicker

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A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices by Natalie Smith, Somarie Holtzhausen

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Violence in secondary schools: Educators experiences in Soweto, South Africa by Thuto Polonyana, Moeniera Moosa

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Barriers to collaboration in implementing Early Childhood Care and Education policies in Gauteng province, South Africa by Tuelo, Matjokana

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Pedagogic and programmes change and the enhancement of relevance of state higher education system in Cameroon by Maxmillian Younyi Tigma, Sophie Etomes, Roland Ndille

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Beyond assumptions: Rethinking intercultural competence development in North-South virtual exchanges by Lize-Mari Mitchell, Caroline Suransky

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Visiting the musicking space in-between music education and community music: The place where music-kings and queens hold sway by Esmari Oellermann, Ronel de Villiers

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Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance by Brandon Arendse, Heather Nadia Phillips, Zayd Waghid

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The mediating effect of early literacy activities on the relationship between parents’ reading attitudes and reading comprehension among primary school students by Siti Wan Aminah Wan Norudin, Norlizah Che Hassan, Marzni Mohamed Mokhtar, Maizura Yasin

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Editorial by Jan Nieuwenhuis

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Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis by Mark Wilson-Trollip

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A reflection on the significance of researchers' narratives in commissioned qualitative studies: A case study of four South African universities by Alois Sibaningi Baleni

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Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study by Petra Engelbrect, Hannelie Louw, Julialet Rens

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Sadness in young children and the inadequate development of inner outer containment in childhood by Christiaan Bezuidenhout, Melanie Moen

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Exploring current student-centred assessment practices in higher education towards adaptive graduates by Noelene Simone Ross, Mogiveny Rajkoomar

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The development of the word sum-wheel to enhance Grade 3 teachers’ mathematic word problem solving instruction. by Nadia Swanepoel, Kakoma Luneta

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Teachers' voices and quality education in the basic education discourse in South Africa by Samantha Hoffman, Rouaan Maarman

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Work-integrated learning at the interface of the COVID-19 pandemic: An exploratory study at a university of technology in South Africa by Raisuyah Bhagwan, Lyrise Naidu

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