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Gumbo, Mishack
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Teaching Environmental Sustainability through Technology Education: An Indigenous Perspective Blose, Princess; Gumbo, Mishack
International Education Trend Issues Vol. 3 No. 1 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

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Environmental sustainability has been a topic of discourse in various fields, including technology. Although the role of technology in environmental sustainability is emphasised, it is underplayed in Technology Education despite having multiple opportunities to promote indigenous knowledge towards environmental sustainability. This descriptive case study explored teaching environmental sustainability through Technology Education at the Mbombela and Mgwenya circuits of the Mpumalanga Province. Content analysis was conducted on Grades 7–9’s Curriculum and Assessment Policy Statement (CAPS), lesson plans, Annual Teaching Plans (ATPs), and Technology Education textbooks. The findings revealed that although CAPS Technology indicates environmental sustainability, it is underplayed in attempts to incorporate indigenous technology in teachers’ lesson plans and ATPs; the textbooks are almost silent on environmental sustainability. The study contributes indigenous perspectives on the opportunity Technology Education offers to teach environmental sustainability. The practical nature of the subject can change learners’ attitudes towards the environment through their learning activities.
Migrating from print and blended to fully online delivery: Its impact on faculty at an ODeL higher education institution Moleko, Gabaiphiwe; Gumbo, Mishack
International Education Trend Issues Vol. 3 No. 1 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

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This article, extracted from the first author’s doctoral study, describes faculty's experiences in an open distance e-learning (ODeL) institution implementing rapid changes in the delivery of teaching and learning. The University of South Africa (Unisa) was selected as the case study site. Chaos theory was chosen to frame our thinking about the impact of a slight change in a system. The study targeted the faculty in two colleges. Individual interviews were conducted with 10 faculty members. Atlas.ti was used to analyse the data. The data revealed that migrating to online delivery was necessary, quick and unorganised. It had many implications for the faculty. The article contributes knowledge about an ODeL institution like Unisa adapting to the demands of the 4IR, especially fuelled by COVID-19. Recommendations are made for the institution to address workload issues and implement a change management process that recognises the impact of change on the faculty.
Co-Authors Blose, Princess Moleko, Gabaiphiwe