<![CDATA[This study explored students' remote learning experiences through the lens of Social Cognitive Theory at a South African University during the digital age, examining the complex interplay of personal, environmental, and behavioural factors that influence the effectiveness of home-based learning. Data were collected from 231 university students through open-ended questionnaire responses, specifically focusing on their perceptions of the worthiness of remote learning and accompanying justifications. Utilizing Braun and Clarke's thematic analysis approach, the study revealed that 87.4% (n = 202) of stu-dents found remote learning challenging and not worthwhile, while 12.6% (n = 29) re-ported positive experiences. The analysis, guided by Bandura's triadic reciprocal deter-minism model, identified key barriers, including inadequate internet connectivity in ru-ral areas, limited physical learning spaces, competing family responsibilities, and socio-economic constraints. Conversely, successful remote learning experiences were associ-ated with strong self-efficacy, effective adaptive strategies, and robust family support systems. The findings underscore the crucial need for improved digital infrastructure, targeted student support mechanisms, and inclusive educational policies that recognise diverse learning environments. This research contributes to understanding remote learn-ing dynamics in the South African higher education context, offering insights for institu-tional policy development and creating sustainable support systems that address both technological and socio-environmental challenges in the digital age.]]>
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