Bianca Ifeoma Chigbu

Land reform in Southern Africa is often framed narrowly as a redistributive tool to correct historical dispossession. This article advances a decolonial political economy perspective that conceptualizes land reform as structural reconfiguration across three interlinked domains: labor regimes, livelihood systems, and knowledge/epistemic orders. Using an integrative, theory-informed review of peer-reviewed scholarship and selected policy texts, the study synthesizes literature on land reform trajectories, colonial and post-colonial tenure systems, agrarian change, Indigenous Knowledge Systems (IKS), and conservation and planning regimes in South Africa, Zimbabwe, Namibia, and Mozambique. The analysis shows that contemporary land reforms operate within enduring colonial land and conservation ideologies, frequently deracialising ownership while reproducing paternalistic state control and hierarchical tenure forms. These reforms generate fragmented classes of labor and hybrid, precarious livelihood portfolios rather than secure agrarian livelihoods. At the same time, land and conservation policies continue to privilege Euro-modern epistemologies and “fortress” conservation, marginalizing indigenous knowledge and communal ontologies, although decolonial and IKS-oriented practices in communal landholding and policy reform reveal countervailing possibilities. The article argues that redistribution without concurrent transformation of labor regimes and knowledge systems risks entrenching the “colonial present.” A conceptual framework is proposed that links land, labor, livelihoods and knowledge to dimensions of agrarian and epistemic justice, and a research and policy agenda is outlined to align land reform with decolonisation, livelihood sustainability and just transitions in Southern Africa.

Automation and artificial intelligence (AI) are reshaping the global workforce, but current narratives ignore the billions in the Global South. This review offers a structured comparative synthesis of peer‐reviewed scholarship in labor sociology and political economy, flagship analyses by the ILO and United Nations, and national policy strategies from both high‐income and lower‐ and middle‐income countries to analyze how different strands of automation (industrial robotics, algorithmic management of labor, and generative AI) are reshaping work and labor relations across regions. The analysis shows that high‐income economies confront automation in the context of aging workforces, labor shortages, and restructuring of mid‐skill clerical and manufacturing roles. Contrastingly, the Global South faces a different constraint: not a shortage of workers, but the urgent need to absorb fast‐growing youth populations into decent work, often in environments of weak social protection, limited computer access, and infrastructural gaps. AI offers leapfrogging potential through inclusive innovation, integration with the informal sector, and digital entrepreneurship. The study advocates for a decolonized account of the future of work: one that views the Global South not as a passive adopter of technologies designed elsewhere, but as a site where labor, data, and computational capacity are actively produced, governed, and contested.

The transformative function of data-driven leadership in higher education institutions (HEIs) is becoming crucial for advancing sustainable development. By integrating data-driven decision-making with Sustainable Development Goals (SDGs), particularly SDG4 (quality education) and SDG10 (reduced inequalities), EIs can improve the efficacy, inclusivity, and employability of their graduates. To examine this influence, this study implements a systematic literature review (SLR) that adheres to the PRISMA standards and integrates empirical and theoretical insights regarding data-driven leadership in HEI governance, teaching, and learning strategies. The results indicate that combining data analytics into decision-making processes improves institutional efficacy, aligns curricula with the market demands, strengthens student outcomes, and cultivates an inclusive and sustainable academic environment. Moreover, this study introduces a conceptual model connecting sustainable development and data-driven decision-making, offering a structured framework for HEIs to navigate digital transformation responsibly. In addition, this model also emphasizes the importance of balancing technology, ethics, and human-centric leadership in developing educational institutions that are prepared for the future. Ultimately, these insights provide practical advice for academic leaders and policymakers aligning HEI strategies with global sustainability objectives. By advocating for innovative, inclusive, and data-driven leadership, HEIs can promote long-term societal transformation and higher education excellence.

Amid South Africa’s shift towards electric vehicles (EVs), building a lithium-ion battery (LIB) recycling sector is essential for promoting sustainable development and generating employment opportunities. This study employs qualitative methodologies to collect insights from 12 critical stakeholders in the automotive, mining, and recycling sectors and academia to examine the feasibility and advantages of establishing such an industry. We implemented purposeful and snowball sampling to guarantee an exhaustive array of viewpoints. Thematic analysis of the interview data reveals that LIB recycling has substantial social, environmental, and economic implications. The results emphasize the pressing necessity of recycling infrastructure to mitigate environmental impacts and attract investment. The economic feasibility and employment potential of LIB recycling is promising despite the early stage of the EV industry in South Africa. These potentials are influenced by EV adoption rates, technological advancements, regulatory frameworks, and industry growth. In this sector, employment opportunities are available in various phases: battery collection, transportation, disassembly, testing, mechanical crushing, hydrometallurgical processes, valuable metal recovery, manufacturing, reuse, research and development, and administrative roles. Each of these roles necessitates a unique set of skills. This interdisciplinary research investigates vital elements of economic growth, employment creation, environmental sustainability, policymaking, technological innovation, and global collaboration. The study offers valuable guidance to policymakers and industry stakeholders trying to establish a sustainable and robust LIB recycling industry in South Africa by utilizing Transition Management Theory to develop a framework for improving the sustainability and circularity of the EV LIB recycling sector.

Embracing green innovation is essential to attaining environmental sustainability and gaining a competitive advantage in developing economies' manufacturing sectors. Green product innovations, processes, and organizational structures significantly increase brand reputation, market share, and cost efficiency. International aid, market needs, technical breakthroughs, and regulatory constraints are some of the leading forces behind green innovations in the manufacturing sector. Nonetheless, several obstacles must be overcome, including lack of funds, insufficient infrastructure, organizational opposition, and lack of experience. Case studies highlight the need for strong government regulations and efficient management techniques by demonstrating the significant benefits that sustainable practices offer. To further investigate the role of green innovation in sustainable development, future research should concentrate on cross-national comparisons, policy implications, sector-specific analysis, technical improvements, and longitudinal studies.

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students’ readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students’ technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, hands-on experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning.

Given the increasing momentum globally towards sustainable transportation, the remanufacturing of used electric vehicle lithium-ion batteries (EV LIBs) emerges as a critical opportunity to promote the principles of the circular economy. Existing research highlights the significance of remanufacturing in resource conservation and waste reduction. Nevertheless, detailed insights into South Africa’s (SA’s) specific capabilities and strategic approaches in the context of used EV LIBs remain sparse. By utilizing in-depth interviews with fifteen key industry stakeholders and drawing on institutional theory, this qualitative study evaluates SA’s infrastructure, technical expertise, and regulatory frameworks in the EV LIB remanufacturing sector to address this gap. The findings reveal proactive strategies, including technical expertise, sustainable infrastructure, and robust regulatory frameworks aligned with global standards. This study proposes strategic initiatives like the Interdisciplinary Innovation Hub and Mobile Remanufacturing Labs, which are analytically derived from stakeholder insights and aim to predict potential pathways for workforce development, especially in rural areas. Innovative training programs, including the Virtual Reality Consortium, Circular Economy Institutes, and the Real-world Challenges Program, will ensure a skilled workforce committed to sustainability and circular economy principles. The conclusions highlight SA’s potential to become a leader in EV LIB remanufacturing by integrating circular economy principles, enhancing technical expertise, and fostering international collaboration.

This chapter examines the incorporation of adaptive intelligence in higher education, focusing on its influence on conventional learning approaches and long-lasting educational strategies. Adaptive intelligence merges artificial intelligence with human cognition to provide personalized learning by utilizing real-time customisation and data analysis. Adaptive intelligence enhances sustainability by integrating sustainability principles into the learning process in a dynamic manner. The chapter discusses obstacles such resource constraints, instructor opposition, and ethical issues. The significance of ethical AI usage, educator engagement, and continuous research is emphasized to maximize adaptive intelligence's potential in creating a sustainable and inclusive educational system. The text ends by addressing future research and practical consequences with the goal of establishing a robust educational system that accommodates individual learning requirements, incorporates sustainability principles, and equips students to navigate contemporary challenges.