South African schools: A landscape of digital disparities in an era of ubiquitous technology
DOI:
https://doi.org/10.34142/2709-7986.2025.30.2.25Keywords:
ubiquitous technology, digital divide, critical digital pedagogy, digital transformation, digital accessibilityAbstract
Purpose. This study examines digital disparities in South African schools in an era of pervasive digital technology. It critically explores the challenges schools encounter in reducing these inequalities. Twenty-five years into the 21st century, we observe an exponential increase in technological use across all aspects of life, including education. However, simultaneously, the digital gaps within schools appear to be widening. Digital learning should offer opportunities for everyone, not just a select few. Nonetheless, a global digital divide persists. In South Africa, this digital divide is even more significant. The country has some of the highest levels of digital inequality worldwide. For example, only 20% of schools have internet connections to enhance teaching and learning.
Methodology. This study employed a qualitative research design grounded in the theory of critical digital pedagogy. The target population consisted of academic practitioners (teachers, Heads of Departments, Deputy Principals, and Principals) working in independent and public schools in Gauteng Province, South Africa. Non-probability sampling was utilised, and a sample size of 120 participants achieved the intended results. Data were collected through online surveys. The data obtained were analysed using content analysis.
Results. Many South African schools still face digital disparities in this era of widespread technology due to a lack of funding, inadequate infrastructure for digitisation, high data costs, poor departmental support, and ineffective teacher training.
Conclusion. A multi-faceted approach is essential to tackling the digital disparities among South African schools. This approach involves prioritising public-private partnerships for broadband development in under-resourced schools, engaging communities to address socio-criminal issues, enhancing access to digital tools through targeted funding, and advancing digital literacy.
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