EDUCARE

Socio-Economic Status as a Determinant of Academic Achievement in South African Schools

Jeanne-Marie Lotter — 2026-08-14

ABSTRACT: Educational outcomes in South Africa continue to be strongly influenced by socio-economic inequality despite post-apartheid reforms aimed at improving equity and access to quality education. Disparities in household income, parental education, living conditions, and school resources continue to affect learner academic performance across communities. This study investigated the relationship between socio-economic status and academic achievement in diverse South African school contexts, with a focus on schools in Gauteng Province. A mixed-methods approach combined quantitative questionnaire data with qualitative interview findings to explore how socio-economic factors shape educational outcomes. Participants included learners, parents, and educators from schools representing various socio-economic backgrounds. Findings revealed that socio-economic status affects educational outcomes through interconnected structural, environmental, psychological, and institutional factors. Although resilience, teacher support, peer encouragement, and parental motivation served as protective influences, they were insufficient to fully overcome systemic inequalities. The study concludes that academic achievement must be understood within broader socio-economic contexts and highlights important implications for educational policy, equitable resource allocation, teacher development, and inclusive learner support systems in South Africa.
KEY WORDS: Academic Achievement; Educational Inequality; Parental Involvement; Resilience; Socio-Economic Status; South Africa.

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About the Authors: Jeanne-Marie Lotter is a Doctoral Student at the Department of Educational Foundations UNISA (University of South Africa), Pretoria, South Africa; and Prof. Dr. Loyiso Mennon Luvalo is Chair of Higher Degrees Committee, Department of Educational Foundations, College of Education UNISA, Pretoria, South Africa. E-mail: luvallm@unisa.ac.za

Suggested Citation: Lotter, Jeanne-Marie & Loyiso Mennon Luvalo. (2026). “Socio-Economic Status as a Determinant of Academic Achievement in South African Schools” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.1-26. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (June 22, 2026); Revised (July 30, 2026); and Published (August 31, 2026).

Rethinking Multiperspectivity as a Logic of Perspective Selection in History Education

Andromeda Aderoben — 2026-08-14

ABSTRACT: Debates on multiperspectivity in history education are commonly framed as an addition of perspectives intended to counter the dominance of a single narrative. This framing rests on a quantitative epistemology that treats perspectives as discrete, countable, and additive units. This article advances an epistemological critique of that quantitative reading and argues that it reproduces the very hegemony it seeks to counter, because it conceals the selection apparatus that determines which perspectives are counted. Using a critical review of the history education literature, collective memory studies, and historiography, the study shifts the object of analysis from the number of perspectives to the logic governing their selection. Two logics are distinguished conceptually. A pluralist-additive logic adds voices for the sake of representational completeness. A critical-power logic makes the selection apparatus and archival asymmetry an object of historical reasoning. The central claim is that a pluralist logic indifferent to power produces false balance, that is, a formal equation of victims and perpetrators that obscures the asymmetry of evidence and power between them. A finding on one 2013 Curriculum eleventh-grade history textbook, which records approximately 10% multiperspective content, is reread as a symptom of a decorative pluralist logic rather than a mere shortage of quantity. Reforming history education, therefore, needs to target the logic of perspective selection and the literacy of power rather than the addition of a diversity quota.
KEY WORDS: Multiperspectivity; Perspective Selection; Power Asymmetry; Collective Memory; History Education.

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About the Authors: Andromeda Aderoben, M.Pd. is a Student of Doctoral Program in History Education FPIPS UPI (Faculty of Social Studies Education, Indonesia University of Education) in Bandung, West Java, Indonesia; Dr. Andi Suwirta, M.Hum. is a Senior Lecturer at the Study Program of History Education FPIPS UPI in Bandung, West Java, Indonesia. Authors e-mail address: @andromedaaderben@upi.edu and suciandi@upi.edu

Suggested Citation: Aderoben, Andromeda & Andi Suwirta. (2026). “Rethinking Multiperspectivity as a Logic of Perspective Selection in History Education” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.27-36. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (June 15, 2026); Revised (July 27, 2026); and Published (August 31, 2026).

Integration of Augmentative and Assistive Technology for Boosting Linguistic and Communicative Competence of Bi/Multilingual Autistic Children in Nigeria and South Africa

Olumuyiwa A Kehinde — 2026-08-14

ABSTRACT: The use of AAT (Augmentative and Assistive Technology) in teaching and learning towards enhancing the linguistic and communicative acts of children with autism cannot be underestimated in both formal and informal education when systematically done. The aim of this study was to explore teachers’ perspectives on integration of augmentative and assistive technology to boost linguistic and communicative competency of autistic children in the course of teaching them L1 and/or L2 and other concepts at school. Qualitative research design was adopted, and data was collected through semi-structured interviews from (n=10) educators comprising (n=6) language educators and (n=4) general subject educators, and responses were subjected to content analysis based on the generated themes. The findings revealed that despite educators’ level of education and teaching experiences, the majority of them were unaware of the importance of certain augmentative and assistive technology, as well as how to integrate this technology into the teaching language and other concepts to children with autism, which in turn may enhance language learning and social communication. One of the recommendations is that there should be continued deployment of augmentative and assistive technology in boosting language and communication competence of learners with autism in Nigeria and South Africa.
KEY WORDS: Augmentative and Assistive Technology; Linguistic and Communicative Acts; Language Teaching and Learning; Autism Spectrum Disorder.

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About the Authors: Olumuyiwa A. Kehinde and Berrington Ntombela are Lecturers at the Department of English, University of Zululand, South Africa. Caroll Hermann is Lecturer at the Department of Psychology, University of Zululand, South Africa. Corresponding Authors: oakenny247@gmail.com

Suggested Citation: Kehinde, Olumuyiwa A., Berrington Ntombela & Caroll Hermann. (2026). “Integration of Augmentative and Assistive Technology for Boosting Linguistic and Communicative Competence of Bi/Multilingual Autistic Children in Nigeria and South Africa” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.37-52. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (June 20, 2026); Revised (July 27, 2026); and Published (August 31, 2026).

Integration of 21st Century Learning Practice in History Education: A Literature Review

Nursila Abdul — 2026-08-14

ABSTRACT: This literature review presents an analysis of the implementation of 21^st century learning practices in history education in Malaysia. This review focuses on the impact of these practices on student engagement and achievement. This paper also discusses the methodology used to assess the effects of these practices as well as their implication in improving history education in Malaysia, aligning with the demands and obstacles of contemporary education. This findings on the study show that the integration of critical thinking, digital literacy, collaboration and communication skills in the teaching of history provides significant benefits to students and the teaching process. Schools should focus on helping teaching learn how to use technology in their lessons and incorporate digital materials for exciting historical studies. The implications are policy makers should invest in updating the history curriculum to include current global viewpoint and topics, making sure it stays interesting and sparks students’ curiosity about history. Embracing innovative pedagogy and a learning environment that encourages active student involved, these methods will have an even bigger impact. By adapting to educational advances and social changes, history education can keep growing and get students ready to face tough challenges and contribute meaningfully in this increasingly connected world.
KEY WORDS: The 21^st Century Learning; Practices; History Education.

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About the Authors: Nursila Abdul is a Master Student at the Department of History, Faculty of Human Sciences UPSI (Sultan Idris Education University), 36900 Tanjung Malim, Perak Darul Ridzuan, Malaysia; and Dr. Shakila Che Dahalan is a Lecturer at the Department of History, Faculty of Human Sciences UPSI, Malaysia. Authors corresponding: nursilaabdul97@gmail.com and shakilacd@fsk.upsi.edu.my

Suggested Citation: Abdul, Nursila & Shakila Che Dahalan. (2026). “Integration of 21^st Century Learning Practice in History Education: A Literature Review” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.53-62. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (May 25, 2026); Revised (July 25, 2026); and Published (August 31, 2026).

The Integration of Peace Education and Religious Education within Constitutional Law Frameworks: Balancing Autonomy, Pluralism, and Civic Stability in the Indonesian Context

Christian Kaunert — 2026-08-14

ABSTRACT: In pluralistic and democratic states, religious education acts as an indispensable foundation for moral identity, personal ethics, and cultural preservation. However, when faith-based instruction operates in isolation from broader civic realities or adopts exclusivist interpretations, it can inadvertently exacerbate social fragmentation and sectarian tension. Peace education serves as an essential counter-framework, offering pedagogical instruments centered on human rights, active tolerance, intercultural dialogue, and non-violent conflict resolution. By examining constitutional mandates governing freedom of conscience, the fundamental right to education, state neutrality, public order, and democratic protection specifically under the 1945 Constitution of the Republic of Indonesia (UUD 1945) and Law No.18 of 2019 on Pesantren (Islamic Boarding School), this paper analyzes the legal systems can harmoniously integrate peacebuilding principles into religious curricula. Utilizing a qualitative, normative, and socio-legal methodology, the research demonstrates that embedding critical peace education within both state-run and private religious educational institutions underpinned by robust constitutional guarantees strengthens democratic resilience, protects minority rights, and secures long-term social cohesion. It highlights also that traditional Islamic institutions, like “pesantren” and “madrasah”, naturally embody peace education through indigenous values of moderation (wasathiyah) and tolerance (tasamuh).
KEY WORDS: Peace Education; Islamic Boarding School in Indonesia; Values of Moderation.

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About the Authors: Prof. Dr. Christian Kaunert is Professor of International Security at DCU (Dublin City University), College Green, Dublin 2, Ireland. Dr. Ismail Suardi Wekke is Research Fellow at USW (University of South Wales), Llantwit Road, Pontypridd, United Kingdom. Abd Kadir is Head of the Law Department at the Institute of Islamic Religion, Rawa Aopa Konawe Selatan, Southeast Sulawesi, Indonesia. Corresponding Authors: christian.kaunert@dcu.ie, iswekke@gmail.com, and Abdkadir123@gmail.com

Suggested Citation: Kaunert, Christian, Ismail Suardi Wekke & Abd Kadir. (2026). “The Integration of Peace Education and Religious Education within Constitutional Law Frameworks: Balancing Autonomy, Pluralism, and Civic Stability in the Indonesian Context” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.63-84. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline:Accepted (June 9, 2026); Revised (July 15, 2026); and Published (August 31, 2026).