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Contemporary educational discourse increasingly emphasises the necessity to ground instructional practice within coherent philosophical frameworks, aligning practice with theory. This necessitation reflects a fundamental recognition that teaching is neither a theoretical activity, nor a merely technical skill. Rather, teaching is a complex professional endeavour that requires understanding of how learning can occur, and how appropriate […]

Dear SAERA Organising Committee, I am writing to request your consideration for a late submission of an abstract for the SAERA 2026 conference. Unfortunately, I only became aware of the final call for abstracts on 1 August 2026, after the 31 July deadline had closed. This was due to a lapse in my institutional communication

Principals in Lesotho are formally responsible for overseeing teaching and learning, yet no structured supervision framework exists to guide this role. As a result, classroom practice largely goes unmonitored, and the supervision that does occur tends to be ad hoc, evaluative, and summative, disconnected from teachers’ professional growth or student achievement and offering teachers little

  Title: Letting the Light In: A Self-Reflexive Account of Teaching Life Skills THEME 6: Methodological Innovations in Educational Research Dr Veronica Msutwana The work described in this paper emerged from my own teaching of Life Skills (LS) to first- and second-year students in 2025. Against a backdrop of marginalisation for the subject – fewer

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