The study was conducted in the Gauteng Province.Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68).Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion:These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing roleplay, games and modelling as the main strategies to infuse values in their physical education lessons.

This article reports on a study of teachers' first encounter with an in-service development programme on Values Education. The authors describe how a two year professional development programme in Values and Human Rights education was designed and implemented with 144 teachers. The research conducted on these two aspects of the programme yielded findings that show how the teachers in two South Africa provinces (Mpumalanga and the Northern Cape) fashioned their practice to reflect their commitment to the programme and its curriculum. One finding was that they highlighted values for civic life more than values related to their profession. Interpreted from sociocultural theory, and specifically the notion of "internalization," the authors argue that the teachers performed for the benefits of the programme and its assessment, more than for critically inquiring into the role of values in their pedagogy.

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Covid 19 forced lecturers and students to accept that inspirational and beneficial teaching and learning does not necessarily rest within the four walls of a lecture hall. When higher education institutions had to transition rapidly from face-to-face to online education, social media platforms became a powerful catalyst for effective teaching and learning. Undoubtedly social media platforms have influenced our lives in an unprecedented manner. It has also altered the teaching and learning landscape by taking on an innovative role in online education. This investigation explored students' experiences of learning module content via TikTok. TikTok was adopted as a teaching tool because it is considered an appealing social media platform for Gen Z users, with its central attraction being short video content. This investigation primarily relied on Bandura’s social learning theory as the theoretical lens applied to the data as it points to the importance of an individual’s self-regulation and the external situation in terms of learning. It also offers an alternative view of social learning by seeing it as situated in communities of practice. Through a qualitative inquiry, teacher education students' reflections on being taught using TikTok were gathered. Evidence from the survey administered to 80 students strongly suggests that TikTok offered an efficient, fun, and exciting way of gaining unlimited access to learning content. It also enhances retention and creativity, making it a suitable 21st-century teaching strategy that promotes self-directed learning. It is a perfectly suited social media platform for a generation that prefers to consume content via rich video formats that act as confidence boosters. Hence making it an innovative teaching tool that encourages a new form of social learning.