Learner discipline has become one of the most contested and evolving areas of educational research and practice. Once largely understood through behaviourist and punitive paradigms, contemporary scholarship increasingly conceptualises learner discipline as a multidimensional process situated at the intersection of educational leadership, inclusive education, learner wellbeing, democratic participation, and organisational development. This conceptual shift reflects profound changes in education systems worldwide, driven by technological innovation, increasing learner diversity, rights-based educational reforms, and growing recognition of the importance of equitable and inclusive learning environments. Consequently, learner discipline can no longer be viewed simply as a mechanism for maintaining order; rather, it constitutes a critical dimension of educational quality that shapes teaching effectiveness, learner engagement, school climate, and institutional improvement.
R. Lumadi· International Journal of Stu...· 0 citations
As artificial intelligence (AI) becomes increasingly embedded in higher education, empirical evidence on how institutional governance shapes its equitable and responsible implementation in South African universities remains limited. This study examined how institutional policies and governance practices influence the implementation and equitable use of AI in undergraduate education while contributing to international discourse on responsible AI governance. Guided by an interpretivist research paradigm, the study adopted a qualitative approach and employed a single-case study design within one public university in South Africa. Participants comprised university leaders, academic staff, professional support staff, and undergraduate students involved in or affected by AI governance and implementation. Data were collected through semi-structured interviews, focus group discussions, and document analysis and analysed using thematic analysis supported by inductive coding. The findings indicate that limited policy transparency, context-insensitive governance frameworks, unequal access to AI technologies, and weak institutional accountability can reinforce educational inequalities, particularly among first-generation and under-resourced students. Conversely, participatory governance, transparent decision-making, stakeholder engagement, and enhanced digital literacy promote more equitable and responsible AI implementation. The study proposes a multi-level governance model integrating institutional policy, stakeholder participation, and pedagogical practice to strengthen equitable AI adoption. It concludes that higher education institutions should develop context-sensitive AI governance frameworks, strengthen institutional capacity, and expand equitable access to AI technologies to advance fairness, inclusion, and responsible AI implementation.
R. Lumadi· International Journal of Stu...· 0 citations
