This chapter analyzed expectations, culture, and adaptation to higher education institutions by first-year students. By adopting a conceptual review as framework, data were obtained from published literature. The results presented in the chapter indicated that most first-year students have unrealistic expectations and that the university culture often presents new and confusing expectations to the majority of first-year students. Moreover, many students are still starting their experience with either high or unrealistic expectations for what to expect during their first year of university. It is recommended that the managers of universities should develop more positive alignment between perceived expectations and levels of student satisfaction with the quality of their experience.

The object of this research: The purpose of this qualitative phenomenological study was to explore and describe teachers’ experiences of in-service training on inclusive education. While diverse literature has dealt with teachers’ experiences of in-service training programmes and the conceptualization of inclusive education, the majority of these studies show limited focus on in-service training programmes tailored according to identified classroom needs. Methods: This study adopted a phenomenological research design. The purposive and conveniently selected 8 participants enrolled in the BEd Honours (Learning Support) distance education programme participated in the study. Furthermore, the study’s data collection process involved telephonic semi-structured interviews. The study used a thematic data analysis method. The main scientific results: The findings in this study indicated that the themes of learning barriers and inclusive education training. Moreover, the findings indicated that BEd Honours is informative and necessary for professional development; however, some participants shared concerns about the limited application material in the training programme. The area of practical use of the research results: This is for teachers in the in-service training. By identifying and uncovering teachers’ needs to implement inclusive education, these findings can be used to improve in-service training programmes

The interconnected constructs of education in the 21st century cannot be divorced from teacher training. This article reports on the digital literacy experience of teachers amidst the worldwide recommendations of using distance learning and open educational applications to address education during the COVID-19 pandemic lockdown. Altogether, 840 participants were purposively selected from urban, semi-urban, and rural areas in South Africa; 217 completed an online qualitative survey, while 23 took part in three virtual focus-group discussions. Van Dijk’s Resources and Appropriation Theory guided the study. Data analysis involved descriptive statistics and thematic analysis. The findings revealed the gaps between what is expected of teachers and their own realities, besides teachers’ eagerness to be involved in digital literacy. Recommendations include the need to continually align the teacher education curriculum with the country’s skills need and to provide teachers with the required support. Associated directions for further research are suggested.