Apparently, the ‘overwhelming’ and abrupt changes and transformation that is on-going in teaching and learning at the higher education institutions (HEIs) due to Covid-19. Some learners are coping well, whilst majority are grappling with the teaching and learning challenges as presented by the Covid-19. Other learners (not would not) but cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the Covid-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum contents designed for face-to-face contact learning due to covind-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the postcovid-19 teaching and learning environment will possibly maintain the current e-learning practices. Have we our priority right in supporting the struggling learners.

This qualitative study examines the experiences of undergraduate students at the University of The Free State to ascertain ICT teaching-learning challenges resulting from the abrupt switch to e-learning in developing countries vis-à-vis the effects of social development lacuna. The finding revealed a lack of learning devices by some students, internet connectivity issues, high data cost, need to upgrade the technological knowhow of education participants, limited classroom engagements due to large classes, and a lack of foundational social development facilities that can augment smooth transition into the post-pandemic predictable future of education. The study recommends that (1) disadvantaged background students lacking learning devices be assisted; (2) the University continue to strengthen blended learning; ICT upskilling for the students and staff; increase investment in ICT and maintain continuous training to improve staff’s technological skills; (3) reduce large class sizes; and (4) indulge in more collaboration towards solving the problems of resource constraints. The also recommends that the mental health of students be monitored frequently given the pressure of enduring hectic COVID-19-induced challenges relating to the abrupt switch to e-learning. The study anticipates setbacks regarding the use of ICT in teaching and learning going into the post-pandemic. It, therefore, recommends an upgrade of social development, especially in the area of ICT infrastructure and digitalisation in developing nations.

The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. The strategies were found to have implementation deficiencies which enables the researcher to argue on the importance of improving the implementation strategies. The   finding also reveals that despite the government’s interventions to curb the problem of child poverty, yet there are policy implementation “gaps” here and there. The study recommends more study and consistent evaluation of the respective policy framework. It also recommends that the socio-economic status of people leaving in the rural area should be improved and the affected students should be engaged, and proper development response should be executed to guarantee a sustainable food security. Finally, more study and consistent evaluation of the feeding-scheme programme or policy is a sinequanon. The recommendation for Covid-19 is added for publication purposes.

The study is located in the discipline of environmental ethics as it explores the snack-food (or plastic) littering and consumer responsibility towards the environment. The theory of consequentialism and Stewardship were used to provide ethical perspectives and background for the reconstruction of the consumers’ social and moral responsibility towards the environment. The study applies mixed research approach. Focus group, interviews and questionnaire were used to collect data; whereas thematic and statistical analysis were used for data analysis. The study finding shows (1) an increased plastic littering in the Pietermaritzburg city; (2) consumers’ indifference towards plastic littering and shifting of cleaning responsibility to the government; and (3) the household plastic-littering consumers indifference towards the consequences of plastic littering to the environment, and the escalating government expenditure towards environmental management. The study recommends an intensified civic responsibility campaign, and anti-littering strategies that can ethically (in)form consumer consciousness and responsibility towards the environment. It also recommends the government to develop a robust policy to control plastic littering. The government must promote a shared sense of responsibility towards the environment by integrating the plastic-producing industries and business dealers into the overall waste management plan. Encouraging plastic recycling businesses must was also recommended.