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Cited by 12Higher Education Research StudiesEducational Outcomes and InfluencesCareer Development and Diversity

Learners’ preparedness for higher education in South Africa: developing a sense of academic belonging through the selective learning approach

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Mabulana, Katlego·2025·Frontiers in Education
DOI 10.3389/feduc.2025.1465786
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Abstract

Introduction: The high drop-out rates at South African universities have raised concerns regarding the Curriculum Assessment Policy Statements’ (CAPS) ability to prepare learners for the world beyond secondary education. This study sought to investigate teachers’ perceptions of how the Selective Learning Approach (SLA), based on Multiple Intelligences Theory, can enable learners to transition to higher education and find academic belonging seamlessly. Specifically, the focus was on the suitability of transitional processes, including the curriculum programmes in secondary education to prepare learners for higher education. Methods: To conduct this investigation, a qualitative methodological approach was adopted which employed semi-structured interviews as a means of data collection. The study’s purposively selected sample consisted of eight teachers in the Motheo Education District, Mangaung. A thematic analysis method was utilized to analyze the data. Results: The findings indicated that the Selective Learning Approach can foster a sense of belonging among learners transitioning from secondary to higher education in South Africa which is crucial for their academic success in higher education. This includes a deliberate focus on vertical articulation (continuous learning) in basic education, higher education programme choices, and workload management. Discussion: Furthermore, the study provided recommendations on mitigating measures for factors that affect effective academic belonging in South African schools. The emphasis on vertical articulation in the findings supports the conceptual framework’s proposition that curriculum continuity is essential for successful higher education transitions.

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  • Professional learning structures intended to bridge this gap, such as mentoring, peer collaboration, and structured practicum support, are often unevenly designed or entirely absent, particularly within FP teacher preparation contexts.

    “Furthermore, professional learning structures intended to bridge this gap, such as mentoring, peer collaboration, and structured practicum support, are often unevenly designed or entirely absent, particularly within FP teacher preparation contexts.”

    From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as [15]

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Authors
Mabulana, K.
Affiliations
University of Limpopo (ZA)
Corresponding author
Mabulana, Katlego
ORCID
Mabulana, Katlego
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2025-05-08
Volume
10
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2025.1465786
OpenAlex
W4410312795
Cited by
8
References
19
Citations by year
2026: 5 · 2025: 3
FWCI
25.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Universiteit van die Vrystaat
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Educational Outcomes and Influences
  • Social Sciences › Safety Research › Career Development and Diversity
Keywords
academic belonging, transition to higher education, multiple intelligences, secondary education, curriculum continuity, vertical articulation, university dropout, teacher perceptions, workload management, program selection, South Africa

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