The centre aims to promote scholarship publication that supports the Fourth Industrial Revolution (4IR) through its journal. By featuring various publications from different scholars and universities, the centre seeks to contribute to ongoing discussions on 4IR, influencing practice, policy, and academic discourse.

Published Articles in Accredited Journals

Bhebe, C and Dube, B. (2024). The Regime and the Implementation of IsiNdebele in the Competency-based Curriculum in Zimbabwe. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Dube, B and Mufanechiya, A. (2024). The Rural Teacher and the Regime in Zimbabwe by B Dube and A Mufanechiya. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books.

Masengwe, G and Dube, B. (2024). Migrants from African Countries Living in South Africa Migrants, Criminals and State Security. Alternation,

Masengwe, G., & Dube, B. (2024), ‘The dynamics of empowering women in the post-missionary Church of Christ in Zimbabwe: The case of the ladies’ circle’, HTS Teologiese Studies/ Theological Studies 80(1), a9113. https://doi.org/ 10.4102/hts.v80i1.9113

Senderayi, P, Senderayi, S.P and Dube, B. (2024)“Esoteric Rumination: Can Emerging Researchers in Zimbabwean Teachers Colleges Genuinely Disengage the Publish of Perish Intonation?,” E-Journal of Humanities, Arts and Social Sciences 5, no.4 (2024): 380-392. https://doi.org/10.38159/ehass.2024542

Dube, B.; Setlalentoa, W. (2024). But We Do Not Know Anything, We Were Born in This Predicament: Experiences of Learners Facing Xenophobia in South Africa. Educ. Sci. 2024, 14, 297. https://doi.org/10.3390/ educsci14030297

Gaga, J., Masengwe, G. & Dube, B., (2024) ‘Using ecumenical experiences to respond to new public life challenges’, In die Skriflig 58(1), a2994. https://doi. org/10.4102/ids.v58i1.2994

Mpindo, E and Matsolo M. (2024). Bricolage, Self-reflection, and Transformative Pedagogy among Student Teachers: A Case of Micro-teaching Practices for a Transformative Pedagogy. Journal of Education and learning Technology (JELT)

Matsolo M. (2024). Adjustment dynamics of first-year students to university life at a rural University in South Africa. E-Journal of Humanities, Arts and Social Sciences (EHASS). [Accepted]

Mahale Vanneer and Matsolo M. (2024). Exploring challenges in content knowledge and pedagogical content knowledge among Accounting teachers in the Lejweleputswa district. Beni-Suef University International Journal of Humanities and Social Sciences. BSUIJHSS) [Accepted]

Jerry M and Matsolo M. (2024). Conditions for effective implementation of instructional leadership in township secondary schools in the Western Cape: A case study. Social Sciences and Education Research Review (SSERR) [Accepted]

Jerry M. and Matsolo M. (2024). Determining the challenges of implementing instructional leadership in township secondary schools in the Western Cape: A case study. Journal of Education and learning technology (JELT) [Accepted]

Matsolo (2024). Teachers’ capabilities in implementing inclusive education: A South African perspective. Research in Social Sciences and Technology (RESSAT). [Accepted]

Bhebe, C and Dube, B. (2024). The Impact of Code-Switching In Zimbabwe: The Case Of IsiNdebele and ChiShona in Lower Gweru. E Journal of Humanities, Arts, and Social Science [Accepted]

Mufunechiya, A., Mufunechiya, T and Dube, B. (2024). Journal of Cultures and Values in Education [Accepted]

Mufunechiya, A and Dube, B. (2024). A Saber-toothing the university in–service curriculum for Zimbabwean primary schools. Journal of Curriculum Studies Research [Accepted]

Bhebe, C and Dube, B. (2024). Representation of the Ndebele customary law of inheritance in selected educational works in Zimbabwean schools. E Journal of Education and Technology [Accepted]

Sithole, VN. (2024). Investigating Pedagogical Competencies of Post Graduate Certificate in     Education Students to Teach Accounting: A South African Case Study. E-Journal of Humanities, Arts and Social Sciences published

Setlalentoa, W and Dube, B. (2024) Experiences of learners facing xenophobia in South Africa: what can scholarship of teaching and learning offer in the context of recirculation? EDULEARN24 Proceedings, pp. 535-541.

Published Books and Chapters of Books

Dube, B. (2024). Religious Education as an Ideological Tool in Zimbabwe: Unpacking the Strategy of the Regime. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books.

Mufanechiya, A and Dube, B. (2024). The Regime, Education and Training, and Human Capital: Return on Investment in Zimbabwe. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Hove, B and Dube, B. (2024). Regime Enablers Among Student Activists: ZICOSU, a Case of Incentivised Student Activism at Zimbabwe’s Tertiary Institutions at the Turn of the Millennium. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Dube, B and Mufanechiya, A. (2024). Regime, Rural Communities, Use of Schools and Impact on Education in Zimbabwe. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Bhebe, C and Dube, B. (2024). The Regime and Minority Languages in Zimbabwe: Prospects and Challenges by Cordial Bhebe and Bekithemba Dube. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Dube, B and Dube, S. (2024). Regime and Curriculum Innovation in Zimbabwe. A Dehumanised and Terrified Teacher in the Context of Performativity. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Dube, B. and Masengwe, G. (2024) Regime and School Violence in Zimbabwe: Problematising the Overlooked Correlation Between Political

Violence and Instability in Schools. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books

Mufanechiya, A and Dube, B. (2024). The Regime and Lecturers in Higher and Tertiary Education State Institutions in Zimbabwe. In B Dube and A Mufanechiya. Regime and Education in Zimbabwe. Unpacking Post-Independence Curriculum Crisis. Lexington Books