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All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan EDUCATIO : Journal of Education
Adewunmi, Maryam Chinasa
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Education Environmental Science Social Sciences

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Use of ICT in South African Schools and the Plight of Marginalized Learners During the Covid-19 Pandemic Nwakanma, Chinegbonkpa Hope; Adewunmi, Maryam Chinasa
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 3: MARCH 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i3.25750

Abstract

Given that information and communication technology is still a luxury for poor students, especially in developing countries like South Africa. It is crucial to examine the extent of the inequalities and social marginalisation learners face due to lack of access to ICT, as well as the impact on their learning. This study, therefore, explores the use of ICT in public schools by synthesising existing literature on its effect on the teaching and learning of socially and economically marginalised learners. Using the qualitative research approach involving document analysis and literature review, this study reveals that lack of resources, skills and the costs of the internet have worsened hardship and limited poor students’ access to ICTs and the opportunities that come with it. Findings also revealed that the South African government’s policies on ICTs and inclusive education have not been well implemented, thereby resulting in the exclusion of many students who are not privileged to attend highly ranked schools or privileged to be born in upper/middle-class homes from ICTs. It is essential to review ICT and inclusive education policies, along with effective monitoring, to ensure proper implementation as well as prevent the exclusion of underprivileged students.
Teachers' Challenges in Implementing Inclusive Education Amid Crisis Adewunmi, Maryam Chinasa
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1615

Abstract

This study explores the challenges teachers faced in implementing inclusive education amid crises, using the COVID-19 pandemic as a case study. An interpretive research paradigm was adopted, emphasizing participants' experiences over theoretical assumptions. The study employed a qualitative approach, including one-on-one semi-structured interviews, to gather data from 12 teachers across three schools in South Africa, representing three socio-economic contexts. Thematic analysis was used to analyse the data. The findings revealed that barriers to inclusive education during the crisis include inadequate training, insufficient resources, poor parental involvement, increased teacher workloads, and internet connectivity challenges. Teachers, particularly in lower socio-economic contexts, struggled to adapt to remote learning environments, exacerbating inequalities among students. Additionally, compliance with health protocols and managing absenteeism posed further challenges. The study concludes by recommending crisis-specific training programs, equitable resource allocation, stronger parental engagement, teacher support systems, and enhanced health protocols to ensure more effective implementation of inclusive education during future crises. These findings underscore the need for flexible educational policies and proactive strategies to mitigate the impact of crises on vulnerable students and their educators.
Co-Authors NWAKANMA, Chinegbonkpa Hope