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All Journal Studies in Learning and Teaching Research in Social Sciences and Technology
Mkabile-Masebe, Bulelwa
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Closing the Digital Divide: Strategies for Addressing Inequalities in Technology Access in Higher Education Institutions Dyantyi, Ntsika; Mkabile-Masebe, Bulelwa
Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.22

Abstract

Institutions of higher learning in the Eastern Cape face significant challenges in ensuring equitable access to technology among their student population. The digital divide, exacerbated by socioeconomic disparities, poses a barrier to academic success and hinders the realization of educational goals. This paper explores strategies for addressing inequalities in technology access within higher education institutions, drawing insights from empirical research conducted in an institution of higher learning within the Eastern Cape. Semi-structured interviews were employed as the data collection instrument, involving six participants comprising both lecturers and students. The collected data were analysed utilising the thematic approach. The findings revealed that to close the digital divide, the university should invest in infrastructure development, benchmark with other universities, and provide training programs to both lecturers and students. Hence, the study recommended that the university collaborate with government agencies, non-profit organisations, and industry partners, to leverage resources and expertise to address socioeconomic barriers to technology access. The university should also ensure that all initiatives and interventions are designed with a focus on equity and inclusion, considering students’ diverse needs and backgrounds.
Re-imagining Transformative Pedagogies in Higher Education for Social Change and Equity Dyantyi, Ntsika; Mkabile-Masebe, Bulelwa
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.526

Abstract

In the context of growing inequalities and diverse student populations, traditional pedagogical models often fail to address the complex socio-economic and cultural realities students face. This qualitative conceptual discourse argues that student-centred learning, critical thinking, reflexivity, and collaborative and participatory learning approaches are crucial for cultivating inclusive learning environments that empower all students, particularly those from marginalised communities. The study findings revealed that these approaches enhance social awareness and responsibility, promote inclusivity and diversity, and empower marginalised communities. Ultimately, this paper recommends that re-imagined transformative pedagogies should prioritise inclusive curricula, active and collaborative learning, and culturally responsive teaching to foster social change and equity in higher education. Higher Education Institutions (HEI) must integrate technology thoughtfully, promote student agency, and engage with communities. For long-term success, continuous professional development for lecturers and institutional policy changes are essential. This aligns with the Agenda 2063 and the Sustainable Development Goals (Goal 4) by promoting quality education, inclusive education, reducing inequalities, and fostering social change, contributing to Africa's development and global equity.
Co-Authors Dyantyi, Ntsika