Vol. 9 No. 2 (2025)

View Vol. 9 No. 2 (2025)

DOI: https://doi.org/10.36615/sx3bnf22

Published: 2025-12-12

Peer-reviewed articles

Emergency medical care students’ perceptions of contributors to stress and anxiety during simulation-based assessments: A pilot study

Helen Slabber, Sivesandzile Mandiswa Dlamini

1-20
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Motivation and STEM PhD identity development: Supervisor perspectives on the changing nature of science disciplines and science acculturation

Wesley Doorsamy, Kershree Padayachee, Alan Cornell

21-42
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Decolonial impulses for assessment: Re-imagining an exam as a podcast

Sarah Godsell

43-73
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“…the research… at PhD level, it gets quite lonely…”: Creating a community of practice through a writing retreat

Oncemore Mbeve, Mohau Mohapi, Astonishment Mapurisa, Silindile Mlilo, Ingrid Puseletso Mokhitlinyane, Lactricia Maja, Sally Kebaabetswe Ledwaba, Simangele Mayisela, Thobeka Sweetness Nkomo

74-101
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Reflections on creativity in writing centre praxis: Pedagogical encounters in a university of technology

Andrea Alcock, Nereshnee Govender

102-125
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Navigating SoTL: Identity, time, and transformation in academic decision-making

Christo Bisschoff, Dane Coetzee, Jacobus Johannes Oosthuizen, Cornelia Schreck, Alretha Du Plessis, Samantha Kahts-Kramer

126-145
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Reflective pieces

Integrating Artificial Intelligence (AI) literacy into writing centre pedagogy: A reflective practitioner’s perspective

Lutendo Nendauni

146-156
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Decolonising legal education: A reflective journey from expert blindness to transformative teaching in South African higher education

Pumza Nomnganga

157-164
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