The South African Journal of Education is an academic journal dedicated to the field of education, dedicated to publishing original research articles that follow recognized research paradigms and standards, providing a solid empirical foundation for the development of educational science. The magazine not only focuses on education issues in South Africa, but also looks at the forefront of international education research, providing a platform for global education scholars to exchange and share research results.In addition to original research, the magazine also publishes review articles written by professional scientists, which provide in-depth critical evaluations of research in a specific field of education. This type of article helps readers understand the current situation, challenges, and development trends in the field, while also providing guidance and suggestions for future research directions. In addition, the magazine encourages readers to participate in academic discussions by publishing critical letters. These letters are usually feedback or further discussions on published articles in journals, providing authors with opportunities to respond to criticism and clarify viewpoints, while also promoting academic dialogue and deepening knowledge.
《South African Journal of Education》是一本专注于教育领域的学术期刊，致力于发表原创研究文章，这些文章遵循公认的研究范式和标准，为教育科学的发展提供了坚实的实证基础。杂志不仅关注南非本土的教育问题，也放眼国际教育研究的前沿，为全球教育学者提供了一个交流和分享研究成果的平台。除了原创研究，杂志还刊登由专业科学家撰写的评论文章，这些文章对教育某一特定领域的研究进行了深入的批判性评估。这种类型的文章有助于读者了解该领域的现状、挑战和发展趋势，同时也为未来的研究方向提供了指导和建议。此外，杂志还鼓励读者通过发表批评信件来参与学术讨论。这些信件通常是对期刊上已发表文章的反馈或进一步的讨论，它们为作者提供了回应批评和澄清观点的机会，同时也促进了学术对话和知识的深化。
The Effect of Motivation and Learning Behaviour on Student Achievement.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1510
Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1579
Fostering teachers’ experiences of well-being: A participatory action learning and action research approach
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1619
Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1342
Exploring Motivational Orientations of English as Foreign Language (EFL) Learners: A Case Study in Indonesia.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1500
Learning with mobile devices: A comparison of four mobile learning pilots in Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1656
Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1820
Collaboration between school management teams and governing bodies in effectively managing public primary school finances
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1688
The effect of the ideology of new managerial professionalism on the South African education system
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1871
A Socially Inclusive Teaching Strategy: A Liberating Pedagogy for Responding to English Literacy Problems.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1514
The use of technology in music education in North Cyprus according to student music teachers
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1436
A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1645
An Approach to Re-Skilling of In-Service Teachers in Physical Education in South African Schools.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1643
Capacitating postgraduate education students with lay counselling competencies via the culturally appropriate bibliotherapeutic Read-me-to-Resilience intervention
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1543
School-based mathematics teacher professional learning: A theoretical position on the lesson study approach
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1754
“You can be anything” – Career guidance messages and achievement expectations among Cape Town teenagers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1537
Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3)
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1552
Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1572
Challenges Experienced by Learners with Visual Impairments in South African Township Mainstream Primary Schools.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1615
Relations among education, religiosity and socioeconomic variables
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1611
WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1323
Mathematics anxiety among pre-service accounting teachers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1516
The prevalence, nature, and functions of non-suicidal self-injury (NSSI) in a South African student sample
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1697
Learners and educators as agents of social transformation in dysfunctional South African schools
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1800
The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1512
The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1578
Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n1a1680
Developing metacognition among young learners by using stories
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1531
Life Orientation Teacher Training Needs in Career Guidance at Rural High Schools.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1538
Fostering self-regulated learning of Grade 10 learners by means of participatory action research
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1623
Disciplinary Practices in the Early Grades: Creating Culturally Responsive Learning Environments in South Africa.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1633
Influences of preschool on the development of self-control in preschool children in Montenegro
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1627
Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1797
At-Risk Students in Selected Schools in Zimbabwe: An Ecological Perspective.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1571
Science and non-science teachers’ interpretation of physics diagrammes
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1518
Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1602
Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1582
The effectiveness of stakeholder collaboration in preventing learner pregnancy in secondary schools in the Eastern Cape, South Africa: Implications for leadership
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1650
Application of biometric fingerprinting to encourage the active involvement of student teachers in lectures on differentiated instruction
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1523
Difficulties in developing a curriculum for pre-service science teachers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1517
Identifying the factors influencing mathematical literacy in several Spanish regions
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1630
Understanding student participation within a group learning
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1629
Neo-Liberalism and the Human Rights Creed: Conflicting Forces Vying for Control of the Global Education Agenda.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1834
Shared storybook reading interactions between children with complex communication needs and their caregivers
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1695
Relationship between prospective teachers’ deontic justice attitudes and academic dishonesty tendencies
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1622
Training educational psychology professionals for work engagement in a context of inequality and trauma in South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1716
Structure and agency: Clash or complement towards quality public education within the South African legislative framework?
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1846
Managing teacher absenteeism : lessons from independent primary schools in Gauteng, South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1808
Well-being for whom? Unpacking the teacher well-being discourse of the South African Department of Basic Education
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1866
