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Recent Submissions
English First Additional Language: EFL 414E / ELF 411E, Degree Examinations May/June 2025
(University of Fort Hare, 2025-05) Linake, M.A.; Khewu, N.; Klu, E.K.
Foundations of Education: FOE/FDE 111E, Degree Examinations May/June 2025
(University of Fort Hare, 2025-05) Khewu, N.; Gqeba, N.
Artificial Intelligence (AI) as a tool to address academic challenges in South African higher education
(University of Fort Hare, 2024-11-29) Funda, Vusumzi; Mbangeleli, Noluthando Busiswa Agape
This systematic literature review (SLR) study explores artificial intelligence (AI) as a tool to address academics challenges in South African higher education. Numerous difficulties beset higher education system in South Africa, such as a lack of funding, high student-to-lecturer ratios, and unequal access to high-quality education. Relevant academic databases, such as PubMed, Google Scholar, ERIC, and Web of Science, was searched using a combination of keywords relating to South African higher education, AI in education, academic issues, and AI technologies. A total of twenty (20) documents were identified and used in this study. The examination looks at how AI is currently being used, how it affects how people teach and learn, and the opportunities and challenges that come with using it in this setting. The results show that artificial intelligence (AI) technologies, including automated assessment tools, intelligent tutoring systems, and adaptive learning platforms, have the potential to improve personalized learning experiences, boost student engagement and academic performance, and facilitate effective management of educational resources. However, overcoming several issues, such as a lack of technological know-how, restricted infrastructure, concerns about equity, and ethical implications is necessary for the successful integration of AI in South African higher education. It encourages educators, politicians, and technology experts to work together to establish long-term solutions for incorporating AI into teaching and learning processes while maintaining inclusivity, equity and ethical issues.
Exploring the consequences of inadequate sexual education among female adolescents in Joza Location Makhanda
(University of Fort Hare, 2024-12) Bower, Libona Blossom; Makupula, M.; Notole, M.
This study examines the effects of inadequate sexuality education among female adolescents in Joza, Makhanda, focusing on contributing factors, impacts on wellbeing, and intervention strategies. Using a qualitative, interpretive approach, data from focus groups of girls aged 13–19 were analysed thematically. Results highlight high teenage pregnancy rates, inadequate sexual health knowledge, and mental health issues stemming from cultural taboos, religious constraints, and lack of parent-child communication. The study underscores the need for comprehensive sexual education and collaborative efforts among schools, families, and communities to improve adolescent sexual health and decision-making.
Environmental and Resource Economics: ECO 514, Honours Examinations October/November 2025
(University of Fort Hare, 2025-10) Hompashe, D.; Jeke, L.