Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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All Journal Journal of Humanities and Social Science (JHASS) Studies in Learning and Teaching
Mpofu, Phumuzani
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Arts Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the Role of Fathers in the Lives of Children in Eswatini Dlamini, Bakhe; Mpofu, Phumuzani
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.603

Abstract

The absence of fathers is a widespread issue that quietly undermines communities across the globe, and the Kingdom of Eswatini is no exception. This study aimed to explore how fathers contribute to their children's growth, identify barriers to their involvement, and propose strategies to foster greater paternal engagement in parenting. A transformative qualitative design was employed, utilizing purposive sampling to select participants. The sample consisted of four juvenile schoolteachers two males and two females, four male inmates aged between 20 and 35, four young adults aged between 20 and 25, and four parents (both fathers and mothers). Data was gathered through semi-structured and focus group interviews, which were analyzed thematically to uncover key insights. In response to our first research question, the study found that fathers contribute to their children’s development by: 1) providing basic needs, 2) instilling discipline, 3) offering positive role models, 4) ensuring emotional stability, 5) showing love, and 6) protecting their children. Regarding the second research question, which explored the reasons why fathers may not be supporting their children, the following barriers emerged: 1) involvement with new partners, 2) children being used to settle parental disputes, 3) inherent negligence in some fathers, 4) lack of financial resources, 5) insufficient grooming on how to be a responsible father, and 6) disputed paternity. For the final research question, which focused on strategies to enhance father involvement, the following themes were identified: 1) awareness programs on the importance of father involvement in a child’s life, 2) educating parents, especially women, to avoid using children in conflicts, 3) conducting DNA tests in cases of disputed paternity, and 4) encouraging current fathers to serve as good role models.
Educator and Student Experiences of AI Integration in Higher Education Pedagogy Mpofu, Phumuzani; Machingauta, Tatenda Thelma; Khumalo, Nontobeko Prudence
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.748

Abstract

This study explored educators’ and students’ experiences of integrating artificial intelligence (AI) in higher education pedagogy. Guided by Sociotechnical Systems Theory (STS) and the transformative paradigm, it examined how AI influences teaching, learning, and assessment while raising issues of equity, ethics, and academic integrity. Using a qualitative phenomenological design, data were collected through semi-structured interviews, focus group discussions, and reflective journals from 26 participants, including students, lecturers, and academic leaders. Thematic analysis identified seven themes: enhanced efficiency and professionalization; curriculum and assessment transformation; originality and academic integrity concerns; digital divide and fairness; critical thinking and independent learning; institutional preparedness and ethics; and responsible, inclusive integration. Participants acknowledged AI’s capacity to improve productivity, accessibility, and learning support but cautioned against overreliance, inequities, and ethical uncertainties. The study highlights the need for ethical AI literacy, institutional preparedness, and equitable access to technology. Its novelty lies in combining educator and student perspectives to reveal how human and technological systems co-evolve within the digital transformation of higher education.
Continuities and Discontinuities in Post-Apartheid Parenting in South Africa Mpofu, Phumuzani; Mayisela, Simangele
Journal of Humanities and Social Sciences (JHASS) Vol 8 No 1: April 2026
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0801.980

Abstract

This study explores the continuities and discontinuities in post-apartheid parenting in South Africa, examining how colonial and apartheid legacies continue to shape family life while intersecting with contemporary social, economic, and cultural changes. Guided by postcolonial theory and a transformative paradigm, the research employed a qualitative case study design, engaging 30 participants, including young adults, parents, and professionals involved in child-rearing. Data were generated through focus group discussions and semi-structured interviews, then analysed thematically to identify enduring and emergent parenting practices. Findings reveal that traditional communal values, moral instruction, and relational care rooted in Ubuntu persist alongside evolving norms shaped by children’s rights legislation, urbanization, globalization, and digital media exposure. Disciplinary practices, gender roles, and parental authority reflect both intergenerational continuities and negotiated adaptations, with tensions arising between preserving cultural norms and embracing rights-based, democratic approaches. Participants highlighted hybrid parenting strategies that blend indigenous values with contemporary developmental frameworks and emphasized the importance of schools, religious institutions, and community structures in supporting child-rearing. The study underscores the need for a uniquely South African parenting model that harmonizes Ubuntu-based principles with modern notions of child autonomy, positive discipline, and social responsibility. By documenting how history, culture, and socio-political transformation intersect in parenting, this research provides insights for policymakers, educators, and practitioners seeking to strengthen culturally grounded and contextually responsive family practices in post-apartheid South Africa.
Co-Authors Dlamini, Bakhe Khumalo, Nontobeko Prudence Machingauta, Tatenda Thelma Mayisela, Simangele