| Title | Chapter 4: Digital inequalities’ impact on pre-service teachers in South African universities |
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| DOI | https://doi.org/10.4102/aosis.2025.BK494.04 |
| 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 | Digital inequalities persistently affect educational systems, posing challenges to the development of 21st-century skills among pre-service teachers. This research delves into the nuanced relationship between digital disparities and the preparedness of pre-service teachers to navigate the demands of the 21st-century classroom. Drawing on a qualitative case study research design, data were gathered through semi-structured face-to-face interviews. A narrative analysis was employed to analyse data. The main results revealed that most of the sampled level four pre-service teachers do not feel competent in integrating information and communication technology (ICT) into their teaching. The students attributed this inadequate training and support by the university during their study period. In conclusion, this chapter recommends the development of ICT courses or modules from levels I to III aimed at enhancing pre-service teachers’ capacity to integrate digital technologies into the classroom. This preparation will ensure that graduates are ready to incorporate ICT into their pedagogical practices. This aligns with the vision of Agenda 2063, which emphasises the integration of modern technology in education to foster a more competent, innovative and digitally literate workforce capable of driving Africa’s development forward. |
| Print length | 14 pages |
| Language | English (Original) |
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Ntsika Dyantyi is a PhD candidate and lecturer in the Faculty of Education at Walter Sisulu University, South Africa. Dyantyi’s expertise lies in educational management and leadership, decolonisation and educational technology, particularly in higher education and secondary school settings. He actively engages in international research conferences and holds memberships in key university committees, including the Faculty Board, Faculty Learning and Teaching Committee, Curriculum Transformation Committee, and Research and Higher Degrees Committee. Additionally, Dyantyi is a member of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) and the Entrepreneurship Development in Higher Education (EDHE) community of practice, where he contributes to initiatives promoting entrepreneurship development in higher education.
Bulelwa Mkabile-Masebe is a senior lecturer and a former dean of the Faculty of Education at Walter Sisulu University, South Africa. Previously, as a manager in the Directorate of Learning and Teaching, Mkabile-Masebe was responsible for academic staff development and providing academic support for students and lecturers in Learning and Teaching with Technology. She is a recipient of a Vice-Chancellor’s Excellence Award (2021) because of her contribution to promoting digital learning and the use of educational technologies. Her research interests in curriculum studies, curriculum transformation, curriculum design and development and e-learning have enabled her to present research papers at national and international conferences and symposiums. She has also supervised several Honours and postgraduate students. As an emerging researcher and scholar, she has a specific interest in issues of social justice and equity in higher education. Furthermore, Mkabile-Masebe is a member of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA), the Higher Education Research and Development Society of Australasia (HERDSA) and the Foundation for Ontological Leadership Education (FOLE). Her contribution to this chapter attempts to address the digital literacy gap experienced by first-year students upon entering university. In engaging with curriculum transformation discourses, academics work alongside students to navigate the higher education curriculum. Student preparedness and epistemological access depend on the context students bring with them and the extent to which higher education is prepared to meet their needs.