| Title | Chapter 2: Digital inequalities in South African higher education |
|---|---|
| Subtitle | A multi-level students’ perspective |
| DOI | https://doi.org/10.4102/aosis.2025.BK494.02 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/494 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Nobert R Jere, Gardner Mwansa, Memory Ranga, Attlee M Gamundani & Pardon B Maoneke (eds.) Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Published on | 2025-04-11 |
| Long abstract | This chapter examines the pervasive digital inequalities in South African higher education from multiple levels. It explores how information and communication technologies (ICTs) are deeply integrated into modern society and their critical role in education. Using a narrative systematic literature review, the chapter highlights the challenges faced by historically disadvantaged institutions (HDIs) compared to historically advantaged institutions (HAIs), focusing on underfunding, resource allocation and infrastructural disparities. It also addresses the impact of government policies, funding formulas and geographical locations on digital access at the macro level. At the meso level, the chapter discusses how institutional resources, staff capabilities and instructional methods affect university technology integration. On a micro level, the authors analyse factors influencing students’ digital readiness, such as social influences, self-efficacy and differential access to technology between rural and urban areas. The findings reveal that HDIs face significant challenges in technology adoption because of underfunding and a lack of infrastructure compared to HAIs.Students from rural areas and lower socio-economic backgrounds also experience greater digital access and learning barriers. The study concludes that while policy efforts are in place, substantial disparities remain, necessitating targeted interventions to bridge the digital divide and promote equitable educational opportunities for all students in South Africa. |
| Print length | 26 pages |
| Language | English (Original) |
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Obert Matarirano is a senior lecturer at Walter Sisulu University, South Africa, in the Department of Business Management and Economics. Matariranohas been facilitating student learning at the university for over 16 years, bringing a wealth of experience and passion for higher education. With a Doctor of Commerce (DCom) in Business Management and a NRF rating, Matarirano is recognised for his contributions to academia and research. Since 2018, Matarirano has been actively engaged in technology-related research, with a particular focus on technology adoption in higher education. His work critically examines how students and academic staff integrate digital tools into their academic practices, exploring both the opportunities and challenges presented by the rapid evolution of educational technologies. His research seeks to deepen understanding of the technological impacts on learning and teaching in higher education institutions, providing valuable insights that inform strategies to improve educational outcomes. In addition to his research on technology, Matariranois committed to enhancing the academic experience for his students, using innovative teaching methods and promoting the use of digital tools to foster active learning. His work aims to bridge the gap between traditional educational models and the future of technology-driven teaching and learning environments. Through his research and teaching, Matarirano continues to contribute to the development of higher education in South Africa, inspiring both students and fellow academics to embrace the transformative potential of technology.
Misheck Musaigwa is a postdoctoral research fellow at the University of Johannesburg, South Africa. Specialising in digital transformation, Musaigwa is at the forefront of research that explores the intersections of technology, management and industry innovation. His work particularly focuses on the implications and applications of Industry 4.0. In addition to his research, Musaigwa is deeply committed to academic responsibilities, including teaching and mentoring postgraduate students. This role enables him to share his extensive expertise and cultivate the research skills of the next generation of scholars, significantly enhancing their academic and professional trajectories. Musaigwa holds a PhD in Management from the University of KwaZulu-Natal, where he developed a profound understanding of digital transformation processes within industries.