The COVID-19 pandemic occasioned significant changes in many aspects of human life. The education system is one of the most impacted sectors during the pandemic. With the contagious nature of the disease, governments around the world encouraged social distancing between individuals to prevent the spread of the virus. This led to the shutdown of many academic institutions, to avoid mass gatherings and overcrowded places. Developed and developing countries either postponed their academic activities or used digital technologies to reach learners remotely. The study examined the benefits of online learning during the COVID-19 pandemic. The participants for the study consist of 5 lecturers and 30 students from the ML Sultan Campus of the Durban University of Technology, South Africa. Data was collected using open-ended interviews. Content analysis was applied to analyze the data collected. Data was collected until it was saturated. Different ways were implemented to make online learning and teaching successful. The findings identified that the benefits of online learning were that it promotes independent learning, flexible learning adaptability and others.

Since the 20th National Congress, with the emphasis on innovation and entrepreneurship on country, innovation and entrepreneurship education has become an important part of talent training in universities. The constructivist learning concept advocates that students' learning should respect their own meaning construction, and social mutual assistance and situational construction to acquire knowledge. Based on the current issue of students' innovation and entrepreneurship, this article takes the constructivist learning perspective as a guide to explore strategies to enhance their innovation and entrepreneurship abilities, and is committed to promoting the improvement of their abilities.

The economy, unemployment, and job creation of South Africa heavily depend on the growth of the agricultural sector. With a growing population of 60 million, there are approximately 4 million small-scale farmers (SSF) number, and about 36,000 commercial farmers which serve South Africa. The agricultural sector in South Africa faces challenges such as climate change, lack of access to infrastructure and training, high labour costs, limited access to modern technology, and resource constraints. Precision agriculture (PA) using AI can address many of these issues for small-scale farmers by improving access to technology, reducing production costs, enhancing skills and training, improving data management, and providing better irrigation infrastructure and transport access. However, there is a dearth of research on the application of precision agriculture using artificial intelligence (AI) by small scale farmers (SSF) in South Africa and Africa at large. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) and Bibliometric analysis guidelines were used to investigate the adoption of precision agriculture and its socio-economic implications for small-scale farmers in South Africa or the systematic literature review (SLR) compared various challenges and the use of PA and AI for small-scale farmers. The incorporation of AI-driven PA offers a significant increase in productivity and efficiency. Through a detailed systematic review of existing literature from inception to date, this study examines 182 articles synthesized from two major databases (Scopus and Web of Science). The systematic review was conducted using the machine learning tool R Studio. The study analyzed the literature review articled identified, challenges, and potential societal impact of AI-driven precision agriculture.

Modern education attaches great importance to the innovation of teaching concepts, and teachers should be guided by it to provide students with high-quality educational resources and learning environment. Teachers should conduct in-depth research on auditing course materials, set certain training goals for students, and optimize their teaching ideas to conduct diversified evaluations of students. Teachers should create an environment for students to learn auditing and choose corresponding teaching methods based on their learning situation. Teachers should also guide students to master the courses and basic theories of auditing, so that they have certain operational skills and can apply relevant theories to analyze and develop problems encountered in the management profession.