E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Ahmad Uzir, Nora’ayu, Dragan Gašević, Wannisa Matcha, Jelena Jovanović, and Abelardo Pardo. “Analytics of Time Management Strategies in a Flipped Classroom.” Journal of Computer Assisted Learning 36, no. 1 (2020): 70–88.

Armas, Francisco O Machín, Santiago G Céspedes Montano, Aleida N Riverón Mena, and Eduardo Fernández Santiesteban. “Sostenibilidad, Ingeniería y Enseñanza de Las Ciencias Básicas. Marco Teórico Conceptual.” Revista Iberoamericana de Educación 73 (2017): 179–202.

Boice, Katherine L., Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman, and Marion Usselman. “Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program.” Education Sciences 11, no. 3 (March 5, 2021): 105. https://doi.org/10.3390/educsci11030105.

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Brandt, Jan-Ole, Matthias Barth, Annie Hale, and Eileen Merritt. “Developing ESD-Specific Professional Action Competence for Teachers: Knowledge, Skills, and Attitudes in Implementing ESD at the School Level.” Environmental Education Research 28, no. 12 (2022): 1691–1729.

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Chowdhury, TBM, Jack Holbrook, and Miia Rannikmäe. “Socioscientific Issues within Science Education and Their Role in Promoting the Desired Citizenry.” Science Education International 31, no. 2 (June 4, 2020): 203–8. https://doi.org/10.33828/sei.v31.i2.10.

Dawadi, Saraswati. “Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners.” Journal of NELTA 25, no. 1–2 (December 31, 2020): 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731.

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Deventer, Anriët, and Raita Steyn. “Teachers’ Attitudes towards the Amendments in the Design Curriculum: A Critical Overview of the Approach and Findings of the Study.” Information Technology Education and Society 27 (July 16, 2022): 53–69.

Dhunpath, Rubby, and Reshma Subbaye. “Student Success and Curriculum Reform in Post-Apartheid South Africa.” International Journal of Chinese Education 7, no. 1 (January 1, 2018): 85–106. https://doi.org/10.1163/22125868-12340091.

Dimakatso Gaseitsekgosi and Glen Legodu, “Exploring Life Sciences Pre-Service Teachers’ Competences in Education for Sustainable Development,” Journal of Inquiry Based Activities 15, Special Issue (August 28, 2025): 172–185, https://www.ated.info.tr/index.php/ated/article/view/249.

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Gaikwad, Prema. “Sustainable Learning.” Spicer Adventist University Research Articles Journal 1, no. 1 (February 1, 2022): 18–25. https://doi.org/10.56934/sauraj.v1i1.63.

Gibson, James J. The Ecological Approach to Visual Perception. Psychology Press, 2014. https://doi.org/10.4324/9781315740218.

Gorban, Alexander N., Lyudmila I. Pokidysheva, Elena V. Smirnova, and Tatiana A. Tyukina. “Law of the Minimum Paradoxes.” Bulletin of Mathematical Biology 73, no. 9 (September 19, 2011): 2013–44. https://doi.org/10.1007/s11538-010-9597-1.

Harefa, Darmawan. “Strengthening Mathematics And Natural Sciences Education Based On The Local Wisdom Of South Nias: Integration Of Traditional Concepts In Modern Education.” Haga : Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (November 7, 2024): 63–79. https://doi.org/10.57094/haga.v3i2.2347.

Hogan, Deirdre, and Joanne O’Flaherty. “Exploring the Nature and Culture of Science as an Academic Discipline: Implications for the Integration of Education for Sustainable Development.” International Journal of Sustainability in Higher Education 23, no. 8 (December 19, 2022): 120–47. https://doi.org/10.1108/IJSHE-06-2021-0236.

Kailiang Chen, Juanjuan Chen, and Chung Wang. “The Effects of Two Empathy Strategies in Design Thinking on Pre-Service Teachers’ Creativity.” Knowledge Management & E-Learning: An International Journal, September 18, 2023, 468–86. https://doi.org/10.34105/j.kmel.2023.15.027.

Kalmpourtzis, George, and Margarida Romero. “An Affordance-Based Framework for the Design and Analysis of Learning Activities in Playful Educational Robotics Contexts.” Interactive Learning Environments, December 23, 2022, 1–14. https://doi.org/10.1080/10494820.2022.2158478.

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Moeketsi Tlali, “Towards Developing a Science-Language Learning Programme for the Equality of Sustainable Learning Opportunities for Young Children,” Educational Research for Social Change 12, no. 1 (April 2023): 41–51, http://ersc.nmmu.ac.za/articles/ERSC_April_2023_Vol_12_No_1_Tlali_pp_41-50.pdf.

Mlotshwa, Nombuso, and Maria Tsakeni. “Challenges Experienced by Teachers When Integrating Indigenous Knowledge Systems in Natural Sciences Practical Work.” African Journal of Research in Mathematics, Science and Technology Education 28, no. 2 (2024): 300–313.

Molina, José, Nguyen Viet Hai, Ping-Han Cheng, and Chun-Yen Chang. “SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia.” Sustainability 13, no. 6 (2021): 3352.

Nakidien, Toyer, Marcina Singh, and Yusuf Sayed. “Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa.” Education Sciences 11, no. 2 (2021): 66.

Nation, Molly Trendell, and Allan Feldman. “Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change.” Journal of Science Teacher Education 32, no. 5 (2021): 481–99.

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Luyanda Nhlakanipho Khoza is a Master of Education (MEd) candidate and a Learning and Instructional Designer committed to advancing sustainable, inclusive, and high-impact education in higher education contexts. He earned his Bachelor of Education Honours degree with distinction (Summa Cum Laude) from the University of the Free State, South Africa. His academic journey reflects a deep commitment to transformative education that aligns with the principles of Education for Sustainable Development (ESD) and the United Nations Sustainable Development Goal 4 (SDG 4), ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. In his capacity as a Learning and Instructional Designer, Luyanda’s work focuses on designing and facilitating learner-centred, technology-enhanced, and outcomes-oriented instructional experiences. He integrates innovative pedagogical frameworks that empower educators to cultivate critical thinking, creativity, and sustainability awareness among students. His design philosophy is anchored in the belief that education serves as a catalyst for social justice, environmental stewardship, and community resilience. Luyanda has contributed to scholarly and professional dialogues through his participation in key educational forums, including the Inter-University Teaching and Learning Forum on SDG and Challenge-Based Education, and the Council on Higher Education’s Quality Reviews and Standards & Capacity Development Workshop. Through these engagements, he has demonstrated leadership in linking sustainable education principles with practical instructional design and quality assurance processes in higher education.

Dr. Moeketsi Freddie Tlali earned his PhD in Curriculum and Education Studies from the University of the Free State (UFS) in 2013. Since 2015, he has served as a Lecturer in Natural and Physical Sciences Education in the School of Mathematics, Natural Sciences, and Technology Education at the University of the Free State, Bloemfontein Campus. Dr. Tlali is deeply engaged in advancing science education through his teaching, research, and academic leadership. His scholarly work focuses on curriculum transformation, sustainability in physical sciences education, and the integration of service-learning as a means to make learning more learner-centred, meaningful, and socially responsive. His influential publication, “Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning,” exemplifies his commitment to contextualised, transformative educational practices that bridge theory and community-based application. Beyond teaching and research, Dr. Tlali has made substantial contributions to academic governance and curriculum innovation. He has coordinated the Natural and Physical Sciences Education discipline, served as a member of the Faculty of Education’s Higher Degrees Committee, and contributed to the editorial board of Perspectives in Education (PiE) journal as both reviewer and board member. In addition, Dr. Tlali has participated in the development and maintenance of multiple academic modules across institutions and has chaired boards of academic institutions, reflecting his leadership and commitment to academic excellence and quality assurance in higher education. Through his dedication to curriculum innovation, sustainable learning environments, and transformative education, Dr. Tlali continues to play a pivotal role in shaping the future of science education in South Africa and beyond.

Dr. Glen Legodu is a Lecturer and Programme Director (IPMSNTE & PGCE) in the School of Mathematics, Natural Sciences, and Technology Education at the University of the Free State, Bloemfontein Campus. He holds a Doctor of Education degree and is deeply committed to advancing science education through innovative teaching, curriculum development, and transformative research practices. Dr. Legodu’s academic and research focus centres on the preparation of pre-service science teachers and the implementation of curriculum strategies that promote meaningful learning. His work places particular emphasis on classroom-based demonstrations as an effective pedagogical approach to enhance learner engagement and deepen conceptual understanding in science education. Beyond the classroom, Dr. Legodu is a passionate advocate for social justice within agricultural and rural communities, employing critical research methodologies to interrogate inequality and promote inclusive, community-driven educational practices. His scholarly contributions extend to curriculum development, ICT integration in education, pedagogy, and service-learning, reflecting a holistic approach to educational transformation. Dr. Legodu has authored over ten publications, with his work collectively receiving more than 1,600 reads on ResearchGate, underscoring his growing influence in the field of teacher education and curriculum studies. He has also been the recipient of multiple academic awards and research grants, recognising his excellence in teaching, scholarly innovation, and community engagement. Through his teaching, research, and leadership, Dr. Legodu continues to contribute meaningfully to the advancement of science education, the professional development of future educators, and the pursuit of equity and excellence in South African education.

Khoza, Luyanda Nhlakanipho, Moeketsi Freddie Tlali, and Glen Legodu. “Sustainable Education Affordances in Natural Sciences to Promote Quality Learning.” E-Journal of Humanities, Arts and Social Sciences 6, no. 11 (2025): 2843 -2859, https://doi.org/10.38159/ehass.20256120.