https://ir.unisa.ac.za/handle/10500/30856 UN SDGs Tue, 05 May 2026 13:55:16 GMT 2026-05-05T13:55:16Z https://ir.unisa.ac.za/handle/10500/32428 Deep learning for spatial multi-omics: predicting cardiomyocyte differentiation efficiency at single-cell resolution Kgabeng, Tumo Cardiovascular diseases remain the leading cause of global mortality, with limited regenerative capacity of adult cardiac tissue presenting significant therapeutic challenges. The primary cause of death worldwide is still cardiovascular diseases, and treating these conditions is extremely difficult due to the adult heart tissue's limited capacity for regeneration. Cardiomyocytes derived from human induced pluripotent stem cells (hiPSC CMs) present promising potential for cardiac regenerative medicine; however, existing differentiation protocols are highly inconsistent and do not have accurate predictive evaluation techniques. By integrating the analysis of temporal gene expression data and spatial transcriptomics, this study developed a novel hybrid deep learning architecture that combines Graph Neural Networks (GNNs) and Recurrent Neural Networks (RNNs) to predict the outcomes of cardiomyocyte differentiation. RNN components analysed temporal gene expression trajectories across 800 samples and 10 time points, while GNN components processed spatial transcriptomics data from 752 tissue spots to capture spatial relationships. Three fusion strategies - concatenation, attention-based, and ensemble approaches - were meticulously evaluated. With an accuracy of 96.67%, the ensemble fusion approach outperformed the state-of-the-art computational approaches by a significant margin (+13.47% compared to the top GNN approaches and +6.97% compared to specialised biological models). Keywords: Cardiomyocyte differentiation; Spatial transcriptomics, Spatial multi-omics; Single-cell biology; Deep learning; Graph Neural Networks; Recurrent Neural Networks; Stem cells; Artificial Intelligence; Cardiac biology Fri, 06 Mar 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32428 2026-03-06T00:00:00Z https://ir.unisa.ac.za/handle/10500/32424 Exploring leadership styles of Gauteng primary schools' principals during corona virus-19 pandemic: a case study Kunene, Enicah Busisiwe The COVID-19 crisis presented challenges for all systems worldwide, yet it also shed light on the significant potential for a groundbreaking leadership style to tackle them. In the Ekurhuleni North District of Gauteng, four primary school principals in Quintiles 1-3 schools demonstrated leadership by going above and beyond to ensure their learners continued to receive a high-quality education. In schools lacking the top resources and ICT amenities, these principals implemented approaches such as WhatsApp and Learner Activity Packs (LAPs) to ensure their learners were not further disadvantaged by the Covid-19 pandemic. By doing so, they ensured that “No child was left behind” and that every learner in their respective schools had access to quality education, with adaptable and compassionate leadership. The study's findings reveal the effectiveness of these leadership styles in addressing the challenges posed by the pandemic and their potential for long-term educational equality. Some critics argue that disadvantaged schools face challenges with class sizes and finances. The ground-breaking approaches taken by these school principals in the Ekurhuleni North District present a different perspective. Their flexible leadership styles not only confront the disruptions caused by the pandemic but also set the foundation for long-term educational equality. By embracing technology, building community partnerships, and continually advocating for their school’s needs, these principals demonstrated that the real constraint is not a lack of resources but a limited imagination. They highlighted that with leadership and community focus, positive educational changes can happen even in challenging situations.; Die uitbreek van die Covid-19-krisis het uitdagings vir alle stelsels wêreldwyd gebied, maar dit het ook lig gewerp op die beduidende potensiaal vir baanbrekende leierskapstyl wat nodig is om hierdie uitdagings aan te pak. In die Ekurhuleni Noorddistrik van Gauteng het vier laerskoolhoofde in 'n Kwintiel 1-3-skole leierskapsvaardighede getoon deur bo en behalwe vir hul leerders te gaan om te verseker dat hul leerders voortgaan om 'n hoë-gehalte onderwys te ontvang. Hierdie skoolhoofde werk in skole wat nie die beste hulpbronne en IKT gehad het nie, en het benaderings geïmplementeer soos die gebruik van WhatsApp en Leerderaktiwiteitspakkette (LAP's) om te verseker dat hul leerders nie verder deur Covid-19-pandemie benadeel word nie. Deur dit te doen, het hulle verseker dat elke “Geen kind agtergelaat word nie” en elke leerder in hul onderskeie skole toegang tot gehalte-onderrig ontvang met leierskap wat aanpasbaar en deernisvol is. Sommige kritici voer aan dat benadeelde skole uitdagings in die gesig staar wat die aantal leerders in 'n klas en finansies betref. Die baanbrekerbenaderings wat deur hierdie skoolhoofde in Ekurhuleni-Noord-distrik geneem is, bied 'n ander perspektief. Hul buigsame leierskapstyle het nie die ontwrigtings wat deur die pandemie veroorsaak is, gekonfronteer nie, maar het ook die grondslag gelê vir langtermynonderwysgelykheid. Deur tegnologie te omhels, gemeenskapsvennootskappe te bou en voortdurend te pleit vir hul skole se behoeftes; hierdie beginsels het getoon dat die werklike beperking nie 'n gebrek aan hulpbronne is nie, maar dié van beperkte verbeelding. Hulle het 'n waarheid beklemtoon dat met leierskap en gemeenskapsfokus positiewe veranderinge in onderwys selfs in moeilike situasies kan plaasvind.; Ukuqubuka kwenhlekelele ye-Covid-19 kulethe izinselelo kuzo zonke izinhlelo emhlabeni jikelele, nokho futhi kukhanyisela amandla abalulekile esitayela sobuholi esidingekayo ukuze kubhekwane nalezi zinselelo. Esifundeni sase-Ekurhuleni eNyakatho yeGauteng othishanhloko abane bezikole zamabanga aphansi ezikoleni eziku-Quintile 1-3 bakhombise amakhono obuholi ngokwenza okungaphezu kwalokho kubafundi babo ukuze baqinisekise ukuthi abafundi babo bayaqhubeka nokuthola imfundo esezingeni eliphezulu. Njengoba besebenza ezikoleni ezingenazo izinsiza eziphezulu kanye ne-ICT, laba thishanhloko basebenzise izindlela ezifana nokusebenzisa i-WhatsApp kanye nama-LAPs ukuze baqinisekise abafundi babo lapho bengancishwe amathuba khona ngenxa yobhubhane lwe-Covid-19. Ngokwenza kanjalo, baqinisekisa ukuthi akukho ngane eyasala ngemuva futhi wonke umfundi ezikoleni zabo ngokwehlukana kwabo uthola ukufinyelela emfundweni esezingeni eliphezulu enobuholi obuvumelana nezimo nozwelo. Abanye abagxeki bathi izikole ezintulayo zibhekana nezinselelo ngokwenani labafundi ekilasini nangokwezimali. Izindlela eziphusile ezithathwe yilaba thishanhloko, esifundeni sase-Ekurhuleni eNyakatho ziveza umbono ohlukile. Izitayela zabo zobuholi eziguquguqukayo azizange zibhekane nokuphazamiseka okubangelwa yilolu bhubhane kodwa futhi zabeka isisekelo sokulingana kwemfundo yesikhathi eside. Ngokwamukela ubuchwepheshe, ukwakha ubudlelwano bomphakathi kanye nokuqhubeka nokumela izidingo zezikole zabo; laba thishanhloko bakhombise ukuthi into eyingqinamba ayikona ukushoda kwezinsiza kodwa wukucabanga okulinganiselwe. Bagqamisa iqiniso lokuthi ngokugxila kobuholi kanye nomphakathi, izinguquko ezinhle kwezemfundo zingenzeka ngisho nasezimeni ezinzima. Text in English with Abstracts in Afrikaans and Zulu Wed, 01 Oct 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32424 2025-10-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32423 "Raw is law": exploring sexual behaviours of gay men who use pre-exposure prophylaxis (PrEP) in Gauteng, South Africa Gama, Dalisu Dumisani Thanduxolo This study explored the sexual behaviours of gay men who use pre-exposure prophylaxis (PrEP) in Gauteng, South Africa, through the perspectives of Erving Goffman’s stigma theory and Berger and Luckmann’s social constructionism theory. Employing these two theories, the study examined how sexual identities and the stigma associated with human immunodeficiency virus (HIV) and PrEP influence the sexual behaviours and decision-making processes of gay men. Consequently, the study explored the stigma and related barriers to accessing PrEP and its influence on sexual behaviours of gay men. Data were collected through in-depth interviews with 10 gay men in the Gauteng province of South Africa. The key findings are presented through three major themes. The first theme highlights the prevalence of risky sexual behaviours among most gay men who take PrEP, including condomless sex and multiple sexual partners, both before and after initiating PrEP. The second theme underscores that PrEP does not solely dictate sexual behaviour; rather, many participants continued to use it alongside other HIV-prevention strategies, such as condoms. The third theme addresses the stigma related to PrEP and uncovers the ongoing experiences of shame and negative labelling by friends, family, partners, healthcare professionals, and society as a whole. Overall, the study reveals a complex interaction between PrEP uptake, sexual behaviours, and stigma. While PrEP serves as an important method of HIV prevention, its impact varies among the gay men who use it. The persistent stigma surrounding PrEP highlights the urgent need for targeted education and awareness, continuous screening for sexually transmitted infections, and stigma-reduction initiatives to support and encourage informed and safe sexual health practices by gay men. The limited data available suggest that research focusing exclusively in gay men who take PrEP has not been sufficiently explored in South Africa. This research contributes to the body of knowledge on how PrEP affects various aspects of the lives of men who identify as gay and thus contributes by enhancing existing HIV-prevention methods. In addition to the wider prevention strategies, the research proposes how the methods can be better tailored for gay men. Additionally, the study also proposes a number of strategies to address various stigmas and social challenges faced by gay men who take PrEP. Based on the findings, recommendations were developed to inform strategies for HIV prevention, advance awareness and education in communities, reform healthcare practices, and influence health policy in inclusive and affirming ways. Sat, 01 Nov 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32423 2025-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32422 Teachers' experiences of implementing the curriculum, abridged version of section four amendments in grade 12 Mashaba, Juliet Bodibadi The COVID-19 pandemic significantly disrupted schooling and required education systems to adjust curriculum delivery to address learning losses. In South Africa, the Department of Basic Education introduced the abridged version of the Curriculum and Assessment Policy Statement (CAPS) Section Four amendments to support curriculum recovery and ensure coverage of essential content. This study explored the experiences of Grade 12 teachers implementing the abridged curriculum in a rural secondary school context after the COVID-19 disruptions. Guided by the interpretivist paradigm, the study employed a qualitative single case study design to gain an in-depth understanding of teachers’ experiences. Data were generated through semi-structured interviews, non-participant classroom observations, and document analysis. Cultural-Historical Activity Theory (CHAT) informed the analysis of how contextual and systemic factors shaped teachers’ curriculum implementation practices. Thematic analysis identified key themes related to teacher preparedness and professional capacity, curriculum interpretation, resource availability and institutional support, classroom implementation practices, and teacher adaptation strategies. The findings indicate that teachers’ experiences were influenced by their curriculum knowledge, access to professional development, and the contextual realities of the rural school environment. Teachers adopted various adaptive teaching and assessment strategies to respond to post-pandemic learning demands. The study contributes to understanding how curriculum reforms are enacted in rural classrooms and offers insights for strengthening teacher support and curriculum implementation in post-pandemic education. Mon, 01 Dec 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32422 2025-12-01T00:00:00Z