Home ▶ Vol 22, No 1 (2022) ▶ Ngulube

 

1. Surge of data analytics in postgraduate education and methodological plurality: a systematic review
Mthokozisi Masumbika Ncube, Patrick Ngulube
Discover Education  vol: 4  issue: 1  year: 2025  
doi: 10.1007/s44217-025-00422-9

2. ChatGPT in the context of competence-based education in Tanzania higher learning institutions
M. J. Chandafa, H. Fang
The Education and science journal  year: 2025  
doi: 10.17853/1994-5639-2025-9551

3. Stakeholders in the acquisition, preservation, and dissemination of indigenous knowledge projects
Josiline Chigwada, Patrick Ngulube
Information Development  vol: 41  issue: 4  first page: 1281  year: 2025  
doi: 10.1177/02666669231192851

4. Transforming higher education in Tanzania: unleashing the true potential of AI as a transformative learning tool
Cesilia Mambile, Augustino Mwogosi
Technological Sustainability  vol: 4  issue: 1  first page: 51  year: 2025  
doi: 10.1108/TECHS-03-2024-0014

5. Inequities in Accessing Sexual and Reproductive Health Services by Gender and Sexual Minority Populations in Kadoma in Zimbabwe. A Research Protocol
Conrad Kamutande, Methembe Yotamu Khozah, Wilfred Njabulo Nunu
International Journal of Qualitative Methods  vol: 25  year: 2026  
doi: 10.1177/16094069251414517

6. Examining the effectiveness of professional development for early years practitioners in disadvantaged communities of South Africa
Chinedu Okeke, Ndileleni Mudzielwana, Matseliso Mokhele-Makgalwa
South African Journal of Education  vol: 45  issue: Supplement 2  first page: S1  year: 2025  
doi: 10.15700/saje.v45ns2a2446

7. Implications of policies on the use of social networking sites for knowledge sharing: Experiences from postgraduate students in higher education institutions in Tanzania
Msafiri J. Ponera, Patrick Ngulube
Social Sciences & Humanities Open  vol: 8  issue: 1  first page: 100585  year: 2023  
doi: 10.1016/j.ssaho.2023.100585