Jul 2026· International Journal of Studies in Psychology· Vol 1, pp. 18· 0 citations
TL;DR
It is argued that a well-structured community of Practice Theory (CoP) provides an effective framework for aligning technology, pedagogy, and professional collaboration to ensure scalability and long-term sustainability.
Abstract
The rapid advancement of digital technologies at two Southern African higher education institutions, accelerated by ongoing transformation initiatives, has intensified the need for lecturers to develop strong digital proficiency. Despite widespread adoption of these approaches, lecturers continue to face challenges in effectively embedding digital tools into pedagogy. This study investigates how lecturers' digital proficiency can be supported to integrate online and blended learning approaches into teaching and learning practices. The study employed a qualitative approach and case study design. Face-to-face interviews were used to collect data from ten lecturers who were purposely selected from two higher education institutions in Eswatini and South Africa. Data were analysed using thematic analysis, and the findings indicated that digital proficiency extends beyond individual skill acquisition and requires sustained, contextually relevant engagement through shared learning, peer support, and reflective practice. The study argues that a well-structured community of Practice Theory (CoP) provides an effective framework for aligning technology, pedagogy, and professional collaboration to ensure scalability and long-term sustainability. The study recommends that higher education institutions provide ongoing institutional support, dedicated funding, and strategic engagement mechanisms to strengthen CoP as a vehicle for digital transformation.
The digital transformation of higher education has reshaped teaching and learning practices, but experiences in South African universities remain diverse because of differences in technological access, digital readiness and institutional support. This systematic literature review aimed to examine students' and lecturers’ perceptions and experiences of online teaching and learning in South African tertiary institutions. The review employed studies retrieved from Google Scholar, ERIC, Scopus, and Web of Science. A total of 1253 studies from across the globe were identified and screened using Covidence, resulting in 21 South African studies meeting the inclusion criteria. The selected studies were analysed thematically to identify key patterns relating to online teaching and learning. Findings show that online learning enhances flexibility, and accessibility to educational resources. However, the review highlights the challenges, including inadequate digital infrastructure, unequal access to technology, limited digital competences, and inadequate support from institutions for both students and lecturers. The study concludes that digitalisation has transformative potential for South African higher education, but its successful implementation requires context-sensitive strategies that address technological, pedagogical and institutional barriers. The review recommends investment in digital infrastructure, continuous digital skills development and strengthened institutional support systems to promote inclusive and effective online learning.
Precious Dube, Y. Madolo· Jurnal Pendidikan: Teori, Pe...· 0 citations
Digital transformation in higher education requires lecturers to adopt interactive learning platforms to support participatory teaching and learning. However, technology adoption remains uneven, particularly within the Sociology Education Study Program at Universitas Negeri Makassar (UNM). This study explores lecturers' digital literacy patterns in utilizing interactive learning platforms and identifies the factors driving adoption and resistance toward such technology. The study employed a qualitative approach with a case study design, using in-depth interviews and observations involving lecturers from the Sociology Education Study Program at UNM as informants. Data were analyzed through data reduction, thematic categorization, and interpretation grounded in digital literacy frameworks and technology adoption theories. The findings reveal that only around 36,4% of lecturers demonstrated adequate understanding and actively implemented commonly used interactive learning platforms, while around 63,6% continued to rely on conventional teaching methods. Lecturers who had adopted technology tended to remain confined to a single popular platform, with limited exploration of alternatives better suited to their teaching needs. The resistance found was influenced by limited training, comfort with conventional methods, academic workload, and concern over technical failure in front of students. The study concludes that the digital literacy gap among lecturers is multidimensional, encompassing technical, psychological, and structural aspects. This study recommends sustained, contextualized technology mentoring programs for lecturers in higher education.
S. Sofia, Liza Dwi Eftiza Khairunniza, Arisnawawi Arisnawawi· DISCOURSE: Indonesian Journa...· 0 citations
This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms and recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
O. A. Ajani, S. Govender, B. Gamede· World Journal of English Lan...· 0 citations
This study explored the barriers experienced by Junior High School (JHS) science teachers in integrating digital literacy into science teaching and the forms of support they considered necessary for strengthening practice. Guided by an interpretivist qualitative case-study design, nine science teachers from three educational circuits in the Effutu Municipality of Ghana were purposively selected. Data were generated through semi-structured interviews and classroom observations and analysed using reflexive thematic analysis. Four interconnected barriers emerged: inadequate digital infrastructure, limited preparation for science-specific digital pedagogy, insufficient institutional and technical support, and pressures associated with instructional time and curriculum coverage. Teachers identified continuous science-specific professional development, improved infrastructure and curriculum-aligned digital resources, stronger instructional leadership and technical assistance, and collaborative professional learning as essential supports. The findings distinguish teachers’ access to digital devices from learners’ opportunities for meaningful digital participation and show that technological competence alone does not ensure learner-centred digital science inquiry. The study contributes to understanding digital literacy integration as a multilevel support ecology requiring coordinated interventions across teacher, classroom, school, and municipal levels. These findings have implications for professional development, resource provision, and implementation of digital education policies in resource-constrained contexts.
S. Acquah· British Journal of Contempor...· 0 citations
This article explores lecturers’ integration of digital technologies in the teaching of academic writing at a higher education institution. Academic writing remains a key competence through which students demonstrate disciplinary knowledge, critical thinking and scholarly engagement. As digital technologies become increasingly embedded in teaching and learning, lecturers are expected to use technological tools to support writing development. However, technology use is influenced by pedagogical beliefs, institutional conditions, workload pressures and concerns about academic integrity. The study adopted a qualitative approach, using semi-structured interviews with 11 purposively selected lecturers from the Department of Applied Languages. Social cognitive theory informed the study. The findings revealed that technology is mainly used for feedback provision, plagiarism detection and learning management. Although lecturers acknowledged the potential of technology in enhancing accessibility, efficiency and student engagement, they expressed concerns about students’ overreliance on automated tools and generative artificial intelligence, and the possible erosion of student authorship. Institutional factors, including large class sizes and limited professional development opportunities, also shaped technology use. The study recommends balanced, scaffolded and pedagogically grounded integration that supports learner-centred, process-oriented and feedback-driven approaches to academic writing.
Contribution: The study provides insight into lecturers’ practices and highlights contextually responsive approaches to technology-enhanced academic writing in higher education.
P. Mudau, M. Cekiso, I. Mandende· Literator· 0 citations
Student engagement and ownership are persistent challenges in higher education (HE), particularly in small, vocationally led institutions. This study investigates how curriculum co-creation can address these challenges within a United Kingdom (UK) micro higher education institution (HEI) specialising in live events education. The institution has a diverse student body, comprising a high proportion of neurodivergent and non-traditional learners. Students reported limited influence over curriculum decisions and a sense of tokenism in existing feedback mechanisms.Eleven undergraduate students participated in semi-structured interviews, analysed using Braun and Clarke’s (2022) reflexive thematic analysis. Findings revealed a strong interest in co-creation, with students identifying benefits such as increased motivation, confidence and a sense of community. Participants also highlighted the need for clear structures, scaffolding and inclusivity, alongside concerns about academic standards and readiness.The study emphasises the importance of staged implementation, dialogue-based feedback and harnessing relational strengths in small cohorts. It contributes to the literature by providing insights from a vocational micro HEI – an under-represented context – and offers practical recommendations for institutions seeking to move from consultation to genuine partnership in curriculum design.
Jennifer Snart· Compass: Journal of Learning...· 0 citations
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