Vhutshilo Nekhubvi

Metal–organic frameworks (MOFs) have tunable adsorption and transport properties, but the fact that a material performs well does not mean that the process is ready for implementation. This critical narrative review examines membrane and adsorbent results regarding CO₂/CH₄ separation and methane delivery. Literature up to 21 August 2026 has been selected and analysed according to measurement, device architectures, operating conditions and process boundaries. Membrane benefits are dependent on formulation, fabrication, pressure, humidity and contaminants. The practical value of equilibrium uptake and selectivity can be altered by the way the adsorbent is shaped, the feed and regeneration. Laboratory cycling and process modelling relate material properties to purity, recovery and energy requirements; industrial-scale and multibed scenarios remain modelled outcomes. Material composites, sequential adsorbers and membrane–adsorption trains need to be interpreted separately. Among the studies reviewed, there is no evidence of continuous household operation of an integrated MOF membrane–adsorption system. A qualitative framework links process readiness to matched controls, realistic feed conditions, complete-cycle balances and service requirements. Generalisation is limited by selection bias, shared data, incomplete reporting and unresolved source conflicts. Development should prioritise testing the intended device, durability under relevant regeneration conditions, and transparent assessment of net methane delivery, utilities and replacement.

Anaerobic digester technology provides households with gas for cooking and heating while supporting waste management and greenhouse gas mitigation. Many initiatives around the world continue to evaluate success by the number of digesters installed without full knowledge of their operational status or value to beneficiaries. This mini-review focuses on research and reports published between 2005 and 2026 on household-scale anaerobic digesters. Small-scale biogas programs are touted as a renewable energy solution, but their long-term sustainability remains a problem. Much of the literature discusses implementation, but few papers address post-installation challenges. The review found that the technical quality is an important factor leading to the failure (or not) of systems. Continuous access to feedstock for example is essential if the system is to operate; this can be secured through good marketing; but equally a good quality system will in the first place create demand. The ongoing availability of water as both a resource in the biogas process and a consumable is also critical, particularly in dry areas where irrigation is not practicable. This study proposes the Post-Installation Sustainability Model (PISM), an operational synthesis that organizes seven established determinants into four interacting layers, with accountability cutting across them. The PISM treats installation as a transition to continuing service rather than the endpoint of implementation. The central implication is that biogas programs should be financed, monitored and governed as long term energy services rather than one-time technology transfers.

Indigenous knowledge portrays rich science-related knowledge that incorporates cultural practices. Additionally, Indigenous knowledge provides constructive cultural contexts that augment a rich understanding of sociocultural practices for sustainable development. It also attempts to promote connections with modern science concerning the promotion of sustainable development. The qualitative methodology was employed to let students analyse Indigenous science for sustainable development in local community spaces. Subsequently, an analysis of students’ perceptions regarding recognition of the relevancy of Indigenous science for valuable sustainability promotion was captured through semi-structured interviews. Students’ realization revealed that local communities embrace Indigenous science to address challenges in modern science topics such as Medicine, Agriculture, Renewable energy, and Household cleaning products production. Interestingly, students find relevancy in igniting the contextualization of science teaching and learning from Indigenous knowledge. Connecting Indigenous science and modern science education can orchestrate the promotion of relevant education for sustainable development.

The study investigated the enrollment patterns, self-reported high school physics and chemistry proficiency, and actual Physics performance across various degree programs at a University in South Africa. The academic performance in physics and chemistry within South African high schools is aggregated under physical science. The aggregation complicates university curriculum facilitators’ ability to assess and enhance student outcomes. The absence of clear differentiation in physics and chemistry scores hinders targeted interventions to improve student understanding and performance. The data was collected from 275 first-year University entering students from across South African high schools. The study used a quantitative approach to contrast self-assessed ability and actual academic performance. The study examines how physics confidence relates to enrolment in Extended Curriculum Programmes and how self-assessed ability affects university performance. Advanced data analysis using Python and its analytical libraries was employed for statistical analysis, trend identification, and performance reporting. The research indicates that self-assessed knowledge in physics and chemistry during high school significantly influences success in higher education. Students confident in these sciences tend to excel in university courses. The study recommends aligning students’ self-assessments with actual performance early to create tailored educational strategies and support that enhance ECP outcomes. These strategies should cater to various learning needs, elevate academic performance, and improve retention rates. The study proposes the splitting of physics and chemistry categories from the physical sciences to boost learners’ confidence when preparing for university.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.

The study claims that gender greatly affects STEM performance, with one gender continuously outperforming another, which may influence instructors' methods. One gender's performance ratings vary more than the other, suggesting STEM academic success is inconsistent. We collected data using varied methodologies. STEM enrolment and performance data were evaluated using Python statistical analysis programs with mean, median, and variability evaluations, and boxplots, pie charts, and bar charts were shown. This study found that (i) STEM qualifications have significant enrolment disparities, with Extended BSc Biochemistry and Microbiology being the most popular and Extended BSc Mathematics and Statistics being the least, and (ii) curriculum attractiveness and employment prospects strongly influence student selections. Female students excelled in Biology, Chemistry, and English, while male students excelled in IT and Mathematics. Finally, informed policy formulation and curriculum development are needed to improve STEM student engagement and achievement across genders.

The educational institutions in South Africa face challenges in integrating crucial 21st-century skills like critical thinking, problem-solving, and innovation into their academic programs. Project-based learning (PBL) has emerged as a valuable approach to enhancing entrepreneurial education by developing these essential competencies through real-world applications. PBL effectively bridges the gap between theoretical concepts and practical problem-solving in real-life situations by involving students in practical, hands-on learning. This study aimed to assess the effectiveness of Project-Based Learning (PBL) in fostering entrepreneurial skills among first-year science students at a rural university. Using a mixed-methods approach, participants created and presented organic soaps, simulating authentic business processes. The study used purposive sampling, and student performance was evaluated by a panel based on specific criteria. Data analysis included descriptive statistics and One-Way ANOVA, with data visualisation using Python's Matplotlib. The paper investigated whether the implementation of PBL significantly enhances students' entrepreneurial skills compared to traditional teaching methods. The study revealed that 210 students, mainly from schools with limited resources, faced challenges in practical chemistry despite prior instruction in Physical Sciences. The implementation of project-based learning proved to be an effective method for nurturing entrepreneurial skills, highlighting the importance of experiential learning. It is essential for higher education institutions to integrate entrepreneurship into their curricula, collaborate with industry, improve group dynamics, and prioritise quality control. These strategies have the potential to foster innovation and better prepare students for self-employment opportunities.

Energy is essential for the progress and development of nations. It must be reliable, affordable, and environmentally friendly. Among the most promising renewable energy sources, biogas technology has been developed to secure the existing energy supply. However, there is a need for more scientific research on the optimal use and performance of biogas plants for beneficiaries and installers. This study investigated the chemical composition of cow dung and its specific heat capacity. The results show that elements such as Al2O3, CaO, Fe2O3, K2O, MgO, MnO, Na2O, P2O5, SiO2, and TiO2 have different chemical compositions. Furthermore, the results show that cow dung’s composition and oxide content affect its specific heat capacity. Dzwerani had the highest concentrations of Al2O3, Fe2O3, and SiO2. Since the oxide composition of the dung samples from Tshino, Maila, and Gogogo differed, their specific heat capacities were also different. The results of this study encourage further investigations to determine a more accurate relationship between specific heat capacity and oxide composition.

Teaching and learning in the contemporary era require technological or digital advancement. Various learning technologies offer a wide range of opportunities to enhance effective engagements between lecturers and students in institutions of higher learning. Consequently, this study explored the understanding of higher institutions in maximising the use of digital teaching and learning strategies to foster student success. In addition, the researchers investigated the proper provisioning of digital tools to successfully utilise online learning platforms. A total of 239 Science Foundation Students in the 2021 cohort participated in this study. A questionnaire with open and closed-ended questions regarding the availability of gadgets, university data provisions and network connectivity was administered. Results of this study revealed that 95 students had laptops while the rest used their smartphones, 52 students received university data during the investigation period and 186 managed to connect to the Internet mostly by utilising the universitys free Wi-Fi. These findings have significant implications for the development of effective planning prior to the implementation of digital teaching and learning. Furthermore, results showed reasonable students engagement regarding viewing quiz questions from the Modular Object-Orientated Dynamic Learning Environment (Moodle) platform and an infectiveness for the report posting exercises.

The operational temperature of the biogas digester is the most critical parameter for optimum biogas production. Most household digesters are operated at ambient temperatures throughout the year. Biogas production rate increases with the increase of digester operational temperature. The present work focuses on developing a mathematical model to predict operating temperature from ambient temperature for underground built fixed dome Deenbandhu model digester. The operating or slurry temperature would then estimate the daily biogas production. Three fixed-dome underground brick-built biogas digesters of bulk size 6.0 m³ constructed following a fixed-dome Deenbandhu model in India were used to study the operational temperature. Thermocouples were fitted in each digester to measure operational temperature data. The statistical tool R-studio was then used to establish the relationship between the operational and air temperature based on this arrangement. The results of this work provide information on the prevailing operating temperature for underground biogas digester systems and hence biogas production rate. The results from the study have shown that there is a strong correlation between bio-slurry temperature and ambient air temperature. Second, the biogas production was computed based on the data of the predicted slurry temperature. It was found that as the temperature increases, the production rate also increases.