Digital literacy: a foreign language for students from rural areas in South Africa

Winiswa Mavutha; Tshepo Mabotja

doi:10.20525/ijrbs.v13i5.3315

Authors

Winiswa Mavutha Durban University of Technology https://orcid.org/0000-0002-6078-3225
Tshepo Mabotja Vaal University of Technology https://orcid.org/0000-0002-3790-3284

DOI:

https://doi.org/10.20525/ijrbs.v13i5.3315

Keywords:

Digital Literacy, Inclusive Education, Student Succes, South African Higher Education

Abstract

The Digital literacy has become an imperative part of higher education, since the Covid19 outbreak, traditional institutions had to adapt digital learning techniques. However, students from rural schools were left in the dark. Since there are still some extremely poor schools in the rural parts of South Africa, where there is still no access to electricity. Therefore, the ability to use any digital tools remains a huge challenge for such students. The transition from a rural school to an urban higher education institution that is very tech savvy and living in the 4th industrial revolution is extensively difficult. Subsequently, the success of students from rural schools gets hindered. However, this doesn’t necessary mean that these students are incapable of succeeding in their respective programs. This paper aims to explore the challenges faced by students from rural schools regarding digital literacy. The research methodology will be a quantitative approach, the sample will be drawn from students in traditional universities who are coming from rural high schools. The findings of this paper will be used to recommend ways of increasing the success rate of learners from rural schools in digital literacy and skills development for traditional universities in South Africa.

Keywords: Digital Literacy, Inclusive Education, Student Succes, South African Higher Education

Subject classification codes: I230; I240; I210

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