New titles ASC LeidenASC Leiden RSS feedhttp://www.asclibrary.nl/rss/NewtitlesASCLeiden.xml https://literator.org.za/index.php/literator/article/view/2226 Digitally mediated teaching and learning and linguistic inclusivity at Walter Sisulu University: Towards a culturally responsive digital learning environment Literator Contribution: The findings highlight the importance of developing accessible and inclusive digital communication frameworks at WSU to ensure that all students, regardless of their linguistic heritage, have equitable access to educational opportunities. The study also offers recommendations to enhance linguistic inclusivity in digital spaces at WSU, thereby contributing empirical, context-specific insights into how South African universities can operationalise linguistic inclusivity within digital learning environments.]]> Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6984 Assessing institutional readiness for implementing the National Language Policy Framework for public higher education institutions in South Africa South African Journal of Higher Education Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6596 Spatio-temporal analysis of land use and land cover dynamics in a coastal South African metropolis and its implications for pedagogy and rural education South African Journal of Higher Education Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6900 The performance and analysis of pre-service teachers’ cognitive demands and content domains in primary mathematics education South African Journal of Higher Education Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/7265 The writing centre as a Third Space in higher education: An autoethnographic reflection South African Journal of Higher Education Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6480 Male university peer-educator students remaking masculinities in the context of gender-based violence South African Journal of Higher Education [1]. It focuses on MUPES’ perspectives on the connections between masculinities and gender-based violence (GBV) and how they envision masculine transformation towards preventing GBV at universities. We worked with a purposefully selected group of MUPES and drew on theories of masculinities to thematically analyse the data from individual interviews and focus group discussions. The findings show that men are not always active producers of violence. While some intermittently reproduced hegemonic versions of masculinity that legitimate violence, most scrutinised and challenged the socio-cultural norms that valorise it. Not only did MUPES actively deconstruct some hegemonic masculine norms, but they also proposed a remaking of them and encouraged positive change in other men. We argue that male peer educators are valuable resources that may be engaged in university GBV intervention. Widespread violence perpetrated by men against women has put masculinities under the spotlight. This article draws on the data from a broader qualitative study with male university peer-educator students (MUPES) in South Africa[1]. It focuses on MUPES’ perspectives on the connections between masculinities and gender-based violence (GBV) and how they envision masculine transformation towards preventing GBV at universities. We worked with a purposefully selected group of MUPES and drew on theories of masculinities to thematically analyse the data from individual interviews and focus group discussions. The findings show that men are not always active producers of violence. While some intermittently reproduced hegemonic versions of masculinity that legitimate violence, most scrutinised and challenged the socio-cultural norms that valorise it. Not only did MUPES actively deconstruct some hegemonic masculine norms, but they also proposed a remaking of them and encouraged positive change in other men. We argue that male peer educators are valuable resources that may be engaged in university GBV intervention. [1] MUPES refers to male university undergraduate students recruited and trained by the Campus HIV/AIDS Support Unit (CHASU) for passing HIV/AIDS education to their university peers. ]]> Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/7061 Lecturers' perspectives of teaching students with visual impairments: A case study of one TVET college in KwaZulu-Natal. South African Journal of Higher Education Tue, 09 Jun 2026 01:03:31 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6793 A critical analysis of the adventure tourism higher education landscape in South Africa South African Journal of Higher Education Tue, 09 Jun 2026 01:12:13 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6627 Exploring the root causes of academic stress among undergraduate students in Durban, South Africa South African Journal of Higher Education Tue, 09 Jun 2026 01:12:13 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6434 Investigating the impact of academic staff’s resistance to change on technology readiness: The mediating role of technology self-efficacy South African Journal of Higher Education Tue, 09 Jun 2026 01:12:13 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/6978 Examining the impact of interventions on students’ academic success in two quantitative high-priority modules South African Journal of Higher Education Tue, 09 Jun 2026 01:12:13 +02:00 https://www.journals.ac.za/index.php/sajhe/article/view/7066 Teacher versus student-centered learning in higher education: Which model best promotes equity and inclusion in Ghana? South African Journal of Higher Education Tue, 09 Jun 2026 01:12:13 +02:00 https://journals.uj.ac.za/index.php/The_Thinker/article/view/5183 Integration of Pan-Africanism and Regionalism in African Higher Education: A Cross-Disciplinary Study at the University of Johannesburg The Thinker Tue, 09 Jun 2026 01:13:17 +02:00 https://www.tandfonline.com/doi/full/10.1080/14725843.2026.2653772?af=R Demystifying the policy-practice gap in Tanzania educational change landscape tandf: African Identities: Table of Contents ]]> Tue, 09 Jun 2026 01:14:40 +02:00