The vast range of topics included in this edition of JSADTU relate to the journal's focus. The contributions' multidisciplinary character is one of the edition's main advantages. The edition's viability and its contribution to trustworthy knowledge are attested to by the contributions of experts with a variety of backgrounds. The meticulous evaluation of every piece submitted for publication has further guaranteed the edition's publication process's excellence. Therefore, I'm taking this opportunity to thank our reviewers for their diligence. It is also noteworthy that the writers of the chosen articles addressed the reviewers' issues in a qualitative manner. This illustrates the need for collaboration in the production of high-calibre scholarly publications. 

Government has to plan for investments in infrastructure that serves poor and working-class schools into the future such that the availability of data and devices does not become reduced to the survival of the fittest. Emergency policy action now is no substitute for long-term planning to prevent what is already likely to be an exacerbation of racial and class differences in learning outcomes that compound those legacy deficits of apartheid education and post-apartheid inattention to the grinding inequalities of opportunity to learn for the children of the privileged and the children of the poor. There must be educational mitigations for the growth in inequalities between children of the privileged and the children of the poor. One way to do this is to develop a school-based version of what was developed for universities as Strategies for Addressing Unequal Technological Access. There is an urgent need for investments in teacher capability and technological capacity that leads to highly interactive, substantive and resource-rich pedagogies rather than simply ‘dumping’ content to learn for examination purposes. 

It is against this background that this Issue of Journal of South African Democratic Teachers Unionattempts to make important contributions to this worldwide debate. Articles featuring in this issue note that inequalityinduced against richand poor childacross Africa have the likelihood of deepening negative perceptionissues. Evidence showsthat in South Africa there there isunequalaccess to learning materialsbetween rich and poor child. The idea is to examine to what extent and in what ways the inequalityhas and will provoke antithetical behaviour and negative perceptionsin the African continent.

Policy makers constantly make critical decisions that impact the destiny of our youngest citizens. It is critical that the decision makers recognize that societal shifts are requiring a shift toward high-quality early care education if these choices are to be made in the best 
interests of the children and society at large. The creation and sharing of cutting-edge information and research discoveries in the field of early childhood development is crucial to JSADTU's continued commitment to this course. The ever-evolving landscape of education and the challenges it faces necessitate examining a wide range of problems and subjects, some of which are not limited to early childhood development. This is in light of the need to discover a cooperative strategy for social change, which is the natural end of the social transformation.

The accomplishment of the global declaration of "Education for All", one of the targets of the Sustainable Development Goals (SDGs: 4) could hardly be realized without the input of competent, qualified, and committed teachers across the globe. Even though teachers worldwide are perceived as key stakeholders in the educational sector, their contributions to nation building rarely draw academic attention and in cases where it does, the attention is mainly linked to the negative aspects. This focus on negativity has not only soiled the image of teachers and the profession itself but it has diverted attention from the key agenda of ensuring that the education system undergoes relevant transformation to secure the requisite quality of educational pedagogies that can drive sustainable national building. Besides, emphasis has been more focus on the government or state than teachers in the pursuit of SDGs 4. This has
created some limitations in examining the roles of teachers in the accomplishment of SDGS 4 and nation building in Africa. Research in the direction of investigating roles of teachers in the accomplishment of quality education and nation building in Africa will provide adequate information in forms of advancing new knowledge on how teachers can effectively salvage Africa from the recurring problem of out-of-school children. 

There has been a paradigm shift from traditional teaching methods to technology-based teaching and learning. The era in which teachers depended on printed teaching materials has shifted to an age of technology, where classrooms are not just brick and mortar, but integrated with virtual platforms. Research shows that technology can play an important role in education. The traditional
chalk and board teaching method requires participants to be present in the classroom, where instruction is limited to textbooks and teacher notes, but the advent of technology has created new challenges. new avenues where teachers and learners can access a variety of online learning materials regardless of distance.