Insights into Regional Development is a peer-reviewed international issue which publishes original research articles. http://jssidoi.org/ird/ 2026-07-22T22:53:12+00:00 Author https://jssidoi.org/articles/articles/view/262 2026-06-15T00:00:00+00:00

Education is seen as central in fostering creative and innovative skills. Creativity and innovation are very important aspects of learning mathematics in education. This study explores the impact of creativity and innovation on mathematics learning in special education. Despite challenges in mathematics education, integrating creativity and innovation can enhance students with special needs' problem-solving skills. Creativity and innovation can be applied in special education through student motivation approaches, such as creativity-integrated mathematics instruction. The study used a mixed-method research design to investigate the effects of creativity and innovation on mathematics problem-solving skills and teachers' perceptions. Data were collected from 92 grade 8 special needs students and 10 grade 8 mathematics teachers in special schools in Gauteng, South Africa, to determine the impact of creativity-integrated mathematics instruction on students' skill levels, classroom practices, and teachers' perceptions of creativity and innovation in mathematics education. Findings indicate a significant difference between students in high-impact and low-impact classrooms, with those in the former demonstrating higher creativity and innovation skills. Findings further indicate that teachers’ perceptions of creativity-integrated mathematics instruction have a significant positive effect on their creative classroom practices. Recommendations included teacher training, resource development, and policy support for creativity in special education. Findings contribute to the global discussion on the need for creativity, innovation, and inclusion in special education by providing empirical insights into how creative-integrated mathematics instruction can mediate creative thinking, creative problem-solving, engagement, and influence teachers' classroom practices for students with special needs.

Author https://jssidoi.org/articles/articles/view/261 2026-06-15T00:00:00+00:00

South Africa faces an acute youth unemployment crisis, with nearly 3.8 million young people aged 15 to 24 neither employed nor in education or training. Despite some government interventions such as the Economic Reconstruction and Recovery Plan, the Presidential Youth Employment Initiative, and the National Youth Policy (2020–2030), the youth unemployment crisis persists and deepens. Thus, this study investigates the dynamic relationship between foreign direct investment (FDI) and youth unemployment in South Africa using annual time-series data spanning 1991 to 2024. Applying both the linear Autoregressive Distributed Lag (ARDL) bounds testing approach and the Nonlinear ARDL (NARDL) model, the study tests for symmetric and asymmetric effects of foreign direct investment flows on youth unemployment. Having confirmed the existence of long-run cointegration, the study estimates an ARDL model and finds that youth unemployment increases alongside increasing FDI in the long run in South Africa. This result suggests that capital-intensive FDI inflows do not generate sufficient youth employment opportunities. This study also finds that NARDL asymmetric analysis reveals that positive and negative FDI shocks have divergent effects. In the short run, FDI inflows are more closely associated with youth unemployment than FDI outflows, while dynamic multiplier analysis confirms that FDI withdrawals inflict greater long-run harm. Interestingly, GDP growth rate and inflation rate are robust factors that reduce youth unemployment in both models. These findings call for targeted, labour-intensive, investment-attracting strategies, economic growth-enhancing strategies, and stronger domestic capital formation policies to address structural youth unemployment in South Africa.

Author https://jssidoi.org/articles/articles/view/260 2026-06-10T00:00:00+00:00

This study explored leadership strategies that enhance sustainability competence among education students at a selected university in the Eastern Cape. The study used a qualitative research methodology. Using a purposive sampling strategy, data were collected through semi-structured interviews with 12 educational leaders. Document analysis from institutional policies and sustainability initiatives also formed part of the data collection. Thematic analysis was employed to identify key themes related to effective leadership practices, challenges, and opportunities for fostering sustainability competence. Findings revealed that academic leaders play a critical role in embedding sustainability into the curriculum and promoting a culture of sustainability among students. Participants emphasised the importance of collaborative leadership and highlighted the need for ongoing professional development in sustainability practices. Barriers identified included insufficient resources and varying levels of staff commitment. The study concludes that implementing inclusive and participatory leadership strategies is essential for developing sustainability competence in future educators. Recommendations included providing targeted professional development opportunities, enhancing collaboration between departments, and leveraging community partnerships to support sustainability initiatives. This research contributes to the knowledge base by offering insights into the role of educational leadership in advancing sustainability in higher education. It emphasises the need for educational leaders to adopt transformative leadership practices aligned with the Sustainable Development Goals. Transformative leadership shapes a more sustainable educational environment and prepares students to address future sustainability challenges effectively.

Author https://jssidoi.org/articles/articles/view/259 2026-06-10T00:00:00+00:00

Technical Vocational Education and Training (TVET) colleges are essential for helping young people receive vocational training in a variety of trades, thereby boosting economic expansion and reducing unemployment. Thus, TVET colleges play a crucial role in preparing South African youths for entrepreneurship. This study sought to analyse the supply side of entrepreneurship education in the TVET college sector. The study adopted a quantitative, descriptive research design to collect data from a random sample of 106 lecturers. Given that entrepreneurship is a component of most business courses offered by colleges, the results demonstrate that TVET institutions were well-positioned to invest in entrepreneurship courses. Additionally, the faculty who taught business studies and entrepreneurship were well-equipped, with capable administrators and the necessary instructional materials at their disposal. The results also revealed that TVET institutions, despite their having capabilities, faced certain challenges. These include, among other things, available funds, management support, and a lack of passion among certain students, which hinders the effective delivery of entrepreneurship courses and limits student engagement and success. The study suggested that rather than considering entrepreneurship as a quick course or a single module, it would be necessary to introduce the subject at the elementary level of post-secondary education. Therefore, TVET colleges must consider integrating entrepreneurship into their core curriculum rather than merely adding it to existing business courses. This could be accomplished by undertaking a consultative process with external experts in entrepreneurship and by establishing terms of reference that include researching the course material for entrepreneurship courses offered by accredited institutions.

Author https://jssidoi.org/articles/articles/view/258 2026-06-04T00:00:00+00:00

This study examines the role of public bodies in supporting SMTEs. The authors acknowledge that the involvement of public entities in strengthening the capacity and resilience of SMTEs is becoming increasingly critical in today's economic environment. SMTEs comprise a substantial portion of the tourism industry, accounting for over 80% of business activity in many regions. Their growth fosters local economic development, encourages cultural exchange, and promotes innovation within communities. Public bodies play a vital role in facilitating this growth through various strategic actions, such as providing financial support, developing policies, and offering resources essential for the sustainability of these businesses. The research was conducted with the understanding that, although multiple studies have explored the topic, a significant gap exists regarding the role of public bodies in promoting the sustainability of SMTEs, particularly in the Eastern Cape Province, South Africa. A quantitative approach was used, involving a cross-sectional survey of 160 respondents, SMTE owners in the Eastern Cape, to gather insights from key stakeholders knowledgeable about SMTE ownership in the region. To ensure the instrument accurately measured what it intended to, the study tested its validity, specifically using the content validity index technique. A pilot survey was conducted with 45 respondents from a different population than the main sample. Based on this pilot, the content validity index for the entire instrument and individual items was calculated. The validity indices ranged from 0.79 to 0.81 for the overall instrument and for the scales POG, GF, POR, POAI, PORF, and SOTSMEs, respectively. All coefficients exceeded or closely approached the 0.78 threshold, confirming the instrument’s validity. The study tested eight hypotheses, of which four were rejected, and four were supported.