Danille Elize Arendse
is currently funded under the NIHSS/SU prestigious postdoctoral fellowship. She obtained a BA (psychology) degree, BA Honours (Psychology) degree, and MA (Research Psychology) degree from the University of the Western Cape. She joined the SANDF in 2011 as a uniformed member and became employed as a Research Psychologist at the Military Psychological Institute (MPI). She completed her doctoral degree in Psychology at the University of Pretoria in 2018. She holds a Major rank and was the Research Psychology Intern Supervisor and Coordinator at MPI. She is also a Research Associate for the Department of Psychology at the University of Pretoria and an Accredited Conflict Dynamics Mediator. In 2022, she was awarded the Diverse Black Africa research grant and travel grant that is affiliated with Michigan State University. She is currently a postdoctoral fellow at the Centre for the Study of the Afterlife of Violence and the Reparative Quest at Stellenbosch University. She has presented and published papers both locally and internationally. Her postdoctoral research interests center on Coloured identity, using autoethnography and applying decolonial lenses. She is also currently engaged in revisiting the history of the South African Cape Coloured Corps, as both a community engagement and academic project. ORCID iD: 0000-0002-8368-8749
Kyle John Bester
is a registered Research Psychologist and senior psychology lecturer and has 9 years of professional experience. He obtained an MA Psychology (Master’s in Research Psychology) degree from the University of the Western Cape in 2017. He functions as a psychology Senior Lecturer at the University of South Africa (UNISA) and specialises in cybersecurity awareness in the SA Armed Forces context. He completed his doctoral degree in Military Science at Stellenbosch University in 2023. He serves as an executive committee member in the division for research and methodology at the Psychological Society of South Africa. His research interests include military science, data-colonialism, cybersecurity awareness, securitisation of cyberspace, and online security behaviour. He has published and presented papers both locally and internationally. ORCID iD: 0000-0001-9209-2042
Kin Eng Chin
is an Associate Professor who earned his doctoral degree in Mathematics Education from the University of Warwick (UK). He developed a new framework
Thokozane Dyosini
is an emerging academic and researcher with an educational background from the University of the Witwatersrand in Johannesburg, South Africa. She holds a Bachelor of Education (Foundation Phase) degree, a Bachelor of Education Honours degree, a Master of Education in Applied Language, Literacy, and Literature degree, and a Doctor of Philosophy degree. Dr. Dyosini’s scholarly pursuits are deeply rooted in the fields of early years communication, language, and literacy, with a keen focus on early childhood care and education. Her research is particularly centered on the continuous professional development of teachers, employing induction, coaching, and mentorship strategies to enhance educational practices. Dr. Dyosini’s commitment to advancing teacher education is reflected in her role as a Senior Lecturer at the University of South Africa (UNISA), where she leverages her extensive knowledge and experience to influence the next generation of teachers. Before her tenure at UNISA, Dr. Dyosini dedicated over three years as a tutor at Wits University, where she played an essential role in nurturing and guiding future teachers. Her contributions to the field of education are characterised by a passion for fostering effective communication and literacy skills from an early age, ensuring a strong foundation for lifelong learning. ORCID iD: 0000-0002-9856-2401
Ntombizandile Gcelu
is an Associate Professor at the University of the Free State in the Department of Education Management Policy and Comparative Education. Her niche area and interests in research is on Collaborative Initiatives for Sustainability in Rural Schools and Ubuntu, and meaningful mentorship. She has expanded her research to understand how leadership practices can be instilled among learners both in Higher Education and secondary schools for sustainability of teaching and learning. She obtained a BEd (Honours) degree in Tswane University of Technology, Master’s by Coursework and Mini Dissertation Degree, and her Doctor of Education degree from Walter Sisulu University. ORCID iD: 0000-0002-7674-3201
completed her PhD in Education at Queensland University of Technology, Australia. She also holds a Master of Education (Science Education) degree and a Bachelor of Science with Education degree. Her doctoral research focused on mathematical pedagogical content knowledge, specifically concerning the order of operations. She has teaching experience at the university, secondary, and primary school levels. Fui Fong’s research interests include mathematical thinking and pedagogical content knowledge. ORCID iD: 0000-0002-2622-5510
Zingiswa Jojo
is a C2 rated Full Professor in Mathematics Education, in the Department of Secondary and Post School Education at Rhodes University. She serves in the Commission for African Women in Mathematics (CAWM) committee (South African Chapter) and leads the newly created organisation on the role of mathematics education in women empowerment (RMEWE). Her primary research interests include the teaching and learning of geometric concepts, conceptual understanding of calculus concepts, instructional design in mathematics teaching, ethnomathematics and Indigenous knowledge, mathematics in-service teacher and pre-service professional development, and material development for mathematics education including use of Open Education Resources that are relevant to the teaching of mathematics at school and tertiary levels. She supervised the completion of fifteen master’s and seven doctoral students. She has led several projects like the Bizana Teachers’ Journey with FET Mathematics, Meaningful Teaching and Learning of Mathematical Concepts: Focus on the grade 8 geometry in the Mt Ayliff District. ORCID iD: 0000-0002-4949-1694
Samantha Kriger
is a lecturer in the Faculty of Education at the Cape Peninsula University of Technology (CPUT), South Africa. She holds undergraduate, Honours, and Master’s degrees in music and education from the University of Cape Town (UCT), and a PhD in Curriculum Studies from Stellenbosch University. With over 25 years of teaching experience in South African schools, her research lies at the intersection of teacher education, curriculum, literacy & language development, and educational equity in South Africa. More specifically, she investigates how socio-cultural, linguistic, and institutional factors influence teaching practice and learning opportunities in under-resourced contexts. During and after the COVID-19 era, she expanded her inquiry into how disruptions impact academic careers, care work, and institutional resilience in higher education, particularly for female academics. Publications have appeared in
Paul Maluleka
is an Associate Professor of History (of) Education at the University of South Africa’s College of Education, Department of Educational Foundations. He also serves as the Co-Director of the African Association for History Education (AHE-Afrika). He is also a Member of the Executive Committee of the South African Society for History Teaching (SASHT). His activism, research, supervision, and teaching focus on Africanisation, decolonisation, and queer theorisations within the post-apartheid school history in South Africa.
Satsope Maoto
is a Professor of Mathematics Education, a C2 NRF rated researcher and the current Executive Dean: Faculty of Humanities at University of Limpopo. She had the opportunity to teach mathematics and mathematics education at all levels of education. She joined academia in April 2000 and was one of the academics who were assigned responsibilities to start a Department of Mathematics, Science and Technology Education in the School of Education at the University of Limpopo. She developed and taught mathematics curricula for different undergraduate and postgraduate programmes—all with specialisation in Mathematics, Science and Technology Education. Her research focuses on classroom interactions as well as issues of mathematics teaching, learning, and assessment that have implications for teachers’ understanding of mathematics learning. She has been an Associate Editor for Pythagoras Journal since February 2020. She received the Association for Mathematics Education of South Africa (AMESA) Award in recognition of her contribution to the Mathematics Education Community in the Limpopo Province. She continues to supervise postgraduate students, mentor emerging researchers, and publish journal articles and book chapters. ORCID iD: 0000-0002-4142-7102
Motshidisi Masilo
holds a doctoral degree in Mathematics, Science and Technology Education with Mathematics Education as a major. She received the NRF doctoral track award to pursue her doctoral research in 2017–2018. She is currently a senior lecturer in the Department of Mathematics Education at the University of South Africa. In addition to undergraduate teaching that earned the UNISA College of Education award for innovation in teaching and learning in 2019; she supervises Master’s and doctoral students in Mathematics Education. Her research
Lynette Lulama Mbatha
is an academic and practitioner, currently serving as a Lecturer in Adult and Community Education and Teaching at the University of KwaZulu-Natal (UKZN). Her impactful research delves into the intricacies of organisational change and leadership, particularly within post-educational contexts, effectively translating theoretical frameworks into practical applications. Dr. Mbatha’s robust academic foundation was built with BA and BA (Honours) MEd degrees from the former University of Natal, a Higher Education Diploma from UNISA, culminating in a doctoral degree from UKZN, where her doctoral work concentrated on governance and leadership. Driven by a profound commitment to inclusive education, her work extends beyond academia to emphasise community engagement and the empowerment of marginalised populations. Complementing her academic contributions, Dr. Mbatha has actively shaped educational policy and strategy through significant governance roles on various educational boards and advisory committees, showcasing her unwavering dedication to fostering educational advancement and upliftment within communities. ORCID iD: 0000-0002-6351-0556
Hlamulo Wiseman Mbhiza
is a Y2 rated Associate Professor by the National Research Foundation (NRF) (2024–2029). Rurality, Mathematics Education, and Teaching and Learning in Higher Education forms the basis for Prof Hlamulo Mbhiza’s research. Prof Mbhiza obtained his BEd, BEd (Honours), Master of Education by Dissertation degrees as well as his PhD at the University of the Witwatersrand, which he completed in September 2021. He has held lecturing and tutoring positions at the University of the Witwatersrand, Independent Institute of Education (Rosebank College), Instill Education, University of Limpopo and he is currently an Associate Professor of Mathematics Education at UNISA. He has held several prestigious scholarships including the NIHSS-SAHUDA and NRF Scholarships (Master’s and PhD). Prof Mbhiza is a Golden Key International
Mamochana Anacletta Ramatea
is a postdoctoral fellow in the Faculty of Education at the University of Zululand where her research interests are special needs education, inclusive schooling, inclusive practices, rurality, and teacher professional development. Dr. Ramatea obtained her BEd (Honours) degree at the University of South Africa, Master’s degree and PhD at the University of the Free State. She had held her lecturing experience at Lesotho College of Education and University of Zululand. ORCID iD: 0000-0002-6424-2143
Nkosinathi Zongozzi
has a Master of Administration degree in Public Administration, a doctoral degree in Education (Open Distance Learning) and is an Associate Professor at the UNISA Institute for Open Distance Learning. His areas of research interest focus on research methodology and education policy particularly in relation to accessible quality education for marginalised students in Open Distance Learning. His research is published nationally and internationally, and advocates for the recognition of Global, African Union treaties as well as National legislation to ensure equitable access to learning opportunities as a social justice imperative especially during this digital learning era. ORCID iD: 0000-0002-1750-8252
Free-Queen Bongiwe Zulu
is a Senior Lecturer at the University of KwaZulu Natal, School of Education. She obtained her SSTD and B. Pead degree from the University of Zululand, and her BEd (Honours), Master of Education (MEd), and Doctor of Philosophy (PhD) degrees from the University of KwaZulu-Natal. She is a National Research Foundation scholarship recipient, which supported her in completing her doctoral studies at UKZN. She is also a recipient of Teaching Innovations and Quality Enhancement Grant (TIQEG) awarded for a design-based research project on the innovative ways of enhancing the quality of teaching