1. Dayimani, S. (2026). Hurdles to language growth: stimulation of language learning through reading in a South African rural primary school. PONTE, 82 (2), 1-21.
2. Vavi, G., Doorasamy, M. & Baldavoo, K. (2026). Institutional and stakeholder influences on the adoption of environmental management accounting in mining sector of Zimbabwe’s great dyke region. PONTE, 82 (2), 22-32.
3. Makhathini, F. & Magwaza, J. F. (2026). Students’ perceptions, attitudes and understanding of academic literacy in higher education. PONTE, 82 (2), 33-45.
4. Gurr, K. L., Mkhize, M. & Tipoy, C. (2026). The composition and significance of intangible assets in relation to the total assets of South African JSE-listed companies. PONTE, 82 (2), 46-62.
5. Nyika, N. (2026). Between use and resistance: pre-service teachers’ engagement with artificial intelligence and academic integrity at a South African university. PONTE, 82 (2), 63-80.
6. Cele, S., Bhana, A. & Rangasamy, L. (2026). Students’ perceptions of accounting software packages (ASPS) integration in the higher education accounting curriculum: evidence from a South African institution. PONTE, 82 (2), 81-102.
7. Mzilikazi, B. (2026). From international professional development to classroom practice: teachers’ reflections on implementing the 5E instructional model in science teaching. PONTE, 82 (2), 103-119.
8. Makhubalo, S. & Potelwa, S. (2026). Scarification as a form of visual identity: adornment using the body as a canvas for cultural and visual identification. PONTE, 82 (2), 120-135.