Evaluating the Implementation and Effectiveness of Inquiry-based Learning to Teaching Paper-based GIS in Secondary Schools Thulasizwe Fredrick Mkhize , Zanele Heavy-Girl Dube-Xaba & Thabile Aretha Zondi [...]
The Impact of Code-Switching in Zimbabwe: The Case of IsiNdebele and Chishona in Lower Gweru Cordial Bhebe & Bekithemba Dube Issue: Vol.5 No.11 Issue Article [...]
A Book Review of the Ancient Rhetoric and the Style of Paul’s Letters by Timothy A. Brookins Daniel Nii Aboagye Aryeh Issue: Vol.5 No.11 Issue Article [...]
Exploring the Strategies used by the School Management Teams (SMTs) in Addressing Poor Academic Performance Post-pandemic in Rural High Schools of Mopani West District, Limpopo Province, South Africa [...]
The Gendered Struggle for Scarce Funding Resources among Women Flea Market Owners in Chinhoyi, Zimbabwe Tafadzwa Mabemba Issue: Vol.5 No.11 Issue Article 2 pp.1653-1667 DOI: [...]
The Influence of Creative Coding, Robotics, and Artificial Intelligence on Educational Practices: Teachers’ Perspectives Thabisa Maqoqa Issue: Vol.5 No.11 Issue Article 1 pp.1637-1652 DOI: https://doi.org/10.38159/ehass.20245111 [...]
A Literature Review on the State of Research on Women’s Contribution to South Africa’s Liberation Struggle Ayanda Sphelele Ndlovu & Chitja Twala Issue: Vol.5 No.8 Issue [...]
Pastoral Care Regarding Sexual Addictions within the Context of the Pentecostal-Charismatic Churches in South Africa Mmamajoro Phalatsi-Shilubana Issue: Vol.5 No.8 Issue Article 14 pp.1611-1626DOI: https://doi.org/10.38159/ehass.20245814 | Published online 30th [...]
Evaluating Educationists’ Andragogical Strategies for Teaching Numeracy: A Case Study of the Kwazulu-Natal Adult Correctional Centre Classroom Siphelele Mbatha Issue: Vol.5 No.8 Issue Article 13 pp.1596-1610 [...]
AI-Driven Leadership: A Conceptual Framework for Educational Decision-Making in the AI Era Dean Collin Langeveldt Issue: Vol.5 No.8 Issue Article 12 pp.1582-1595DOI: https://doi.org/10.38159/ehass.20245812 | Published online 30th August, 2024© [...]
