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Teachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, with limited resources. The literature makes it clear that fieldwork and outdoor learning play essential roles in understanding and conceptualising geography. The challenge is that such beneficial and planned fieldwork opportunities are neither accessible to all learners nor equally distributed within Namibian schools. Most Namibian learners do, however, have many lived experiences outside school and they are exposed to a wide range of different everyday contexts and environments to varying degrees. Unfortunately, everyday lived experiences are not always recognised as potential and relevant geographical resources for teaching and learning. The research involved 28 learners from five Namibian secondary schools. Open-ended, in-depth, semi-structured individual interviews were conducted and participants were asked to make a drawing illustrating how they experience geography in their daily lives. Based on the themes which were identified from the interpretative phenomenological analysis, we critically discuss how lived experiences can influence geographical consciousness. To conclude, we propose a model of the relationship between lived experiences and geographical consciousness, as well as the barriers and enablers at play.

With the increasing use of social media, businesses will leverage platforms such as Instagram to showcase their products to attract potential customers. It is important for businesses to understand how to create content on these platforms to influence consumer behavior. Although social media is widely used for marketing purposes, the specific impact of content on purchasing interest and decision-making remains relatively underexplored, especially in the context of business Instagram accounts like @Mrocoffee. This study aims to explore the relationship between content posted on the Instagram account @Mrocoffee and purchasing interest and decision-making among its followers/customers. The research methodology used is a quantitative survey with subjects being followers/customers aged 17 who are customers and followers of Instagram @Mrocoffee. Sampling was conducted using purposive sampling from an unknown population size. A sample size of 68 was determined using the Lemeshow formula. The quantitative survey will measure variables related to Instagram content @Mrocoffee, purchasing interest, and decision-making. Data processing will use Smart PLS. The results indicate that visual appeal, storytelling, and interaction with followers through interactive content significantly influence purchasing interest and decision-making @Mrocoffee. Additionally, update frequency and message consistency also play a crucial role in maintaining customer interest and loyalty.Practical Recommendations: @Mrocoffee can leverage usergenerated content and collaborate with influencers to enhance brand visibility and credibility.Academic Recommendations: Further research is needed to delve deeper into the aspects of content strategy on Instagram and its impact on consumer behavior across various industries. [ABSTRACT FROM AUTHOR]

The emergence of the global pandemic has had devastating effects on institutions of higher learning. In South Africa, many universities had to swiftly switch to online teaching and learning in a bid to mitigate the effects of the pandemic without considerable repercussion on the academic project. The paper investigates first-year undergraduate students’ experiences of induction as a critical phase of university transition at a South African university. The focus was to investigate how first-year undergraduate students transition into the unknown university environment as they come from various backgrounds. A case study research design was employed in the study. The population included first-year students across all schools in various areas of specialisation at the South African University. Given this population, a purposive sampling technique was employed in the study from which selected students to the tune of forty were interviewed. The findings revealed that the students had varying experiences of transition. Nuanced with the theory of resilience, these experiences were then interpreted following the constructions of deterioration, adaptation, and recovery. The study serves as valuable feedback on how South African universities can go about transforming their cultures, systems, and policies to better support first-year students during a phase of induction. [ABSTRACT FROM AUTHOR]