Vol. 33 No. 1 (2025)

Articles

• Psychosocial challenges and support for learners during crises: A literature review

  Anna N. Hako, Emilia N. Mbongo

  4-13

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• Equity, dignity, and justice in higher education post-COVID-19: The case of a public university in Namibia

  Eveline O. Anyolo, Anna N. Hako, Sakaria M. Iipinge

  14-23

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• Teachers’ perceptions of formal licensing and its potential influence on professional competence in the Khomas region, Namibia

  Johannes I. Shivute, Meameno A. Shiweda, Jennipher M. Lizazi

  24-35

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• Barriers faced by secondary school teachers in supporting learners with learning difficulties in mainstream schools in the Erongo region, Namibia

  Marseline Kangoti, Emilia Mbongo, Petrus Hamukoto

  36-46

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• Ethno-epistemological view to achieve educational goals

  Muzwa Mukwambo, Petrus M. Hamukoto, Angelius K. Liveve

  47-57

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• Namibian university students’ views on male students’ educational underachievement

  Roderick F. Zimba, Choshi D. Kasanda, Cynthy K. Haihambo, Marius Kudumo, Hileni M. Kapenda, Kashinauua F. Neshila, Mirjam Sheyapo

  58-78

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• The challenges of high stakes exit exams in higher education: A systematic literature review

  Samson W. Teshome

  74-79

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• Exploring the impact of co-teaching biological science modules at the University of Namibia at Hifikepunye Pohamba campus: An autoethnographic inquiry

  Willem P. Nashidengo, Daphney Shiningeni, Lahja L. Nghipandulwa

  80-92

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• Understanding teachers’ experiences in teaching long division to grade seven learners

  Petrus M. Hamukoto, Muzwa Mukwambo, Kenneth Nzwala

  93-102

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