DOI: 10.12688/f1000research.179881.1 ISSN: 2046-1402

TECHNOLOGY-BASED TEACHING IN HIGHER EDUCATION IN SOUTH AFRICA: NAVIGATING THE POST-COVID LANDSCAPE (A Systematic Review)

OLUWAYEMI IBUKUNOLUWA ODULARU
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This systematic review examines the impact of Technology-Based Teaching (TBT) on transforming learning and knowledge production in South Africa’s higher education institutions (HEIs) in the post-COVID-19 context. Grounded in the principles of Digital Humanities (DH), the study explores how TBT fosters inclusive, student-centered, and context-responsive learning in environments characterized by unequal access to digital resources. A systematic search of Scopus, Web of Science, ERIC, Google Scholar, and ScienceDirect was conducted for studies published between 2002 and 2024. Following PRISMA guidelines, 204 records were screened, 84 full-text articles were assessed, and 49 studies were included in the final synthesis. Data were analyzed using mixed coding techniques within a critical research paradigm, guided by Actor–Network Theory (ANT), to examine interactions among human actors (lecturers, students, policymakers) and technological systems (e.g., learning management systems, virtual classrooms, and Open Educational Resources). The findings reveal persistent challenges, including unequal access to digital infrastructure, limited technological proficiency, language barriers, and ethical concerns related to privacy and surveillance. However, evidence indicates that, when effectively supported, TBT enhances learner engagement, promotes collaborative and participatory learning, and strengthens critical thinking. Despite these benefits, structural inequalities and institutional resistance continue to hinder widespread adoption. The study concludes that TBT holds significant transformative potential for African HEIs, provided its implementation is ethically grounded, contextually responsive, and supported by strong institutional commitment. It recommends investing in digital infrastructure, continuous digital skills development, adopting blended learning models, and strengthening cross-sector collaboration to advance equitable and sustainable digital teaching ecosystems.

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