Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Indonesian Journal of Learning Education and Counseling Managere: Indonesian Journal of Educational Management
Nana Yaw Brenya Agyeman
Walter Sisulu University, South Africa
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Integrating Pedagogical Innovation and Strategic Management: Remediation Frameworks for Economics Education in South African Schools Nana Yaw Brenya Agyeman; Venessa Aphane
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1011

Abstract

This study explores effective remediation strategies that economics teachers can use to enhance students’ understanding and performance in South African schools. The research specifically examines how management practices, such as resource allocation, lesson planning, and teacher support, influence teaching effectiveness. A qualitative case study design was employed, involving 20 purposively selected experienced economics teachers from selected schools. Data were collected through semi-structured interviews and were analysed thematically to identify patterns in teaching and management strategies. Findings indicate that active learning, real-world applications, and context-sensitive teaching methods significantly improve students’ comprehension of economics. Additionally, effective school management—coordinating resources, monitoring student progress, and providing professional development—supports teachers in addressing learning challenges. These strategies help bridge gaps in understanding and foster higher student performance. The study highlights the importance of integrating innovative pedagogical approaches with strong management practices to enhance learning outcomes. Policymakers are encouraged to allocate resources strategically to address socioeconomic disparities and support schools in implementing both teaching and management improvements. By combining pedagogical innovation with effective educational management, this research provides actionable insights for enhancing economics education in South Africa.
Resilient Economics Education Ecosystem: A Scoping Review of Teaching and Learning Strategies in South African Schools Nana Yaw Brenya Agyeman; Menu Elijah Osei
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3310

Abstract

The study explores strategies to foster a resilient Economics education ecosystem that addresses resource limitations and capacity constraints in South African schools. Economics education faces systemic, pedagogical, and contextual challenges that reduce instructional quality. This hinders student engagement and limits the development of critical thinking skills. Strengthening the educational ecosystem is therefore critical to improving teaching and learning outcomes. This study employed a systematic review of coping strategies, mapping peer-reviewed articles, grey literature, and reports published between 2020 and 2025. A total of 40 studies met the inclusion criteria and were analysed to identify patterns in factors influencing Economics instruction. Findings highlight the centrality of teacher expertise, supported by ongoing professional development and collaboration, in enhancing instructional resilience. Adequate infrastructure and learning resources facilitate students’ conceptual understanding, while inequalities in schools constrain learning conditions. Effective leadership and adherence to policy further support instructional delivery, motivation, and curriculum implementation. The study concludes that a resilient instructional ecosystem requires coordinated support across its components to strengthen classroom and school environments and enhance students’ understanding of Economics content. These insights inform instructional and policy strategies, guide resource allocation, and promote innovative pedagogies. The study contributes to sustainable, high-quality Economics education in South African schools.
Co-Authors Menu Elijah Osei Venessa Aphane