Boitumelo Benjamin Moreeng

• PhD
• Senior Lecturer at University of the Free State

Despite extensive research on the concerns with the use of ChatGPT that evolve around cheating, academic integrity, and plagiarism, very little is known on the assessment practices in school history, obscuring our understanding on how history teachers can assess students amid ChatGPT driven challenges. This conceptual paper discusses the challenges...

Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual artic...

The study aimed to explore teachers' current practices of using local history projects to develop learners' historical skills. The teaching of local history projects has the potential to develop learners' historical skills, as it forces one to compare perspectives, reflect and re-conceptualise the past people and events and locate their places in t...

Despite the critical role of education in peacebuilding, few studies in South Africa have interrogated the role of the school history curriculum on nation-building, leaving a critical gap in our understanding of the impact of a wrongly designed, developed, and implemented history curriculum. This conceptual paper, informed by the sociological found...

Learning in a turbulent economic environment often presents both students and teachers with numerous problems that affect their involvement and performance in educational activities. Notwithstanding extensive research on the teachers’ coping strategies amid the economic crisis, very few empirical studies have explored how students in similar contex...

Despite extensive research into the function of education in promoting social cohesion, the role of the history curricula in promoting solidarity in South Africa and Zimbabwe remains under-researched. Understanding the history curriculum attempts made at the policy level to promote social cohesion by two postcolonial Sub-Saharan countries could unl...

This empirical study explored high school Economics teachers’ curriculum implementation practices in South Africa. The research focused on a sample of three Economics teachers purposefully selected from three schools in the Northern Cape province. Drawing on the theoretical framework of Mediated Learning Experience (MLE) and adopting a qualitative...

In this empirical study, we explore the understanding of Social Science teachers on using local history projects to develop learners' historical skills. Teaching local history projects can potentially develop learners' different historical skills as it forces one to compare perspectives, reflect, and re-conceptualise past people and events and loca...

Feedback is essential for the development and progress of learners in subjects like accounting. Teachers provide the necessary information about completed work and an opportunity for learners to improve. However, the literature indicates that teachers often struggle to provide effective feedback due to a lack of knowledge in feedback practices that...

While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative s...

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, th...

Globally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, l...

Despite extensive research into the intersection between English aptitude and academic achievement, the challenges that learners for whom English is not their first language face when taught history in English are still underexplored. Underpinned by Vygotsky’s sociocultural theory, this study investigates the linguistic challenges that South Africa...

This qualitative interpretative study aimed to investigate parents' and teachers' understanding of parental involvement and its implications for improving relations between schools and parents. The study employed the theoretical framework of Community Cultural Wealth, which emphasises the importance of listening to and including multiple educationa...

This study aims to report on the nature of curriculum leadership and support provided to Economics teachers by departmental heads in order to enhance Economics curriculum implementation within Mediated Learning Experience (MLE) theoretical framework. Underpinned by an interpretive paradigm, the study adopted a qualitative case study approach. The s...

Challenges to incorporating ICT in the classroom have been debated in various literature over the last few years. It is, therefore, important to seek different strategies to mitigate these challenges. Design thinking (DT) is considered an approach that can help improve teachers’ Technological Pedagogical and Content Knowledge (TPACK). This study th...

Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with l...

This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu va...

Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical...

In this empirical paper, we discuss the factors impacting Accounting teachers' effective implementation of assessment for learning (AfL) in the classroom and the action on the possible solutions in dealing with the impeding factors. AfL is considered a critical requirement for Accounting teachers and, if implemented effectively, improves the qualit...

The growing economic viability of virtual reality has made it possible for educational institutions to use the technology in their teaching. The growth of mobile networks and the spread of digital gadgets, which are more widely available to teachers and students, support this. Notwithstanding the known critical role of Virtual Reality in the teachi...

In an era marked by increasing geopolitical strife and societal challenges, the imperative role of education in bridging divides and fostering understanding is unparalleled. This special issue aims to delve into the transformative potential of integrating data analytics within the scholarship of teaching and learning (SoTL), and in crafting a curri...

The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning enviro...

Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African gov...

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or task...

ABSTRACT This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despit...

In this empirical paper, we investigate the influence that print media has on preservice teachers' construction of their teacher professional identity. Preservice teachers are a vulnerable group still undergoing training to shape their teacher identity; it is, therefore, essential to see how the stories told in the print media influence them. This...

South Africa is in a competitive global economy, with enterprises, industries, and service sectors demanding world-class academic, technical, and professional skills and competence. To meet these expectations, the secondary school education system must deliver high-quality learning experiences that connect all secondary school students to the real...

This paper aimed to determine the accounting lecturers' teaching practices at a South African university. Teaching practices are a complex set of ways that lecturers use for instruction. When compromisingly crafted/implemented, they impact on success. In accounting education, teaching practices were found cognitively driven to determine success. Co...

Assessment is an essential and powerful educational tool used to promote effective teaching and learning in a classroom. However, Accounting teachers view assessment as a mere administration of tests and examinations instead of a tool to establish the root of failure or success during learning. This study proposes strengthening the understanding an...

High school economics academic achievement has been poor or at best, mediocre in the Frances Baard District and in South Africa at large. This empirical study explores lesson planning, resources and pedagogical content knowledge as the challenges experienced by Frances Baard Economics teachers in their endeavour to implement the Economics curriculu...

This paper reports on how a team of final-year pre-service teachers experienced a lesson study approach, as a program-specific form of student support. Guided by Bandura's social learning theory, this purposive qualitative case study reveals how the pre-service teachers' engagement in the lesson study approach triggered feelings of commitment, dedi...

This empirical study sought to investigate the grade 12 economics learners’ perceptions of opportunities to learn imperfect market structures in selected schools in the Francis Baard District of Northern Cape. A quantitative research approach was employed, where a questionnaire was administered to 253 Grade 12 economics learners from three schools...

The concept of imperfect market structures enables learners to develop mathematical and graphing skills that are needed for them to be critical thinkers and to be able to solve problems faced in their daily lives. It also provides opportunities for learners to acquire economic knowledge, which enables them to make informed economic decisions on eco...

This paper is concerned with the issue associated with final-year Natural Science pre-service teachers' lesson design abilities. This paper reports how the implementation of a lesson study approach served as an intervention to support the lesson preparation abilities of pre-service teachers during a work-integrated learning (WIL) process. The case...

In this paper we report on ways of fostering an integrated tourism curriculum by employing a community participation approach. As a vocational subject, tourism is intended to provide learners with practical and entrepreneurial skills. However, tourism is taught largely as a theory-based subject, and this is not in accordance with the demands of an...

The broader education system in South Africa, and specifically history teaching, has undergone changes that aimed, on the one hand, to cleanse the subject content of discriminatory and incriminating practices and, on the other, to affirm previously neglected histories. By so doing, the principles of democratic citizenry such as critical thinking, c...

History teachers are expected to teach in a manner that displays and adheres to democratic values and principles. Most importantly, these teachers have to experience an open, dialogical and engaging form of leadership from their immediate curriculum leaders at school in order to promote democratic citizenship in their classrooms. This expectation h...

The aim of this paper is to explore how student-teachers narratively constructed their identities through a mentorship school-based approach. These prospective teachers used typologies of their identities as a base of support for their becoming teacher professionals. This study employed a qualitative research method via semi-structured interviews a...

The study proceeds from the premise that meaningful history teaching requires that educators should be able to expose their learners to different types of historical sources and resources in order enhance their quality of teaching. One of the ways of doing this is the use of monuments as spaces to supplement and support what is done in the classroo...

The Curriculum and Assessment Policy Statement for History (2011) encourages an active and critical approach to learning. This principle requires History teachers to structure learning environments that will enable active learner participation and meaningful learning. This article reports on a quantitative research study conducted in schools in the...