Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach

Abstract

Traditional teaching and learning approaches were disrupted by COVID-19, which led to a considerable movement towards online and remote education, with public universities having to adapt to new remote learning methods and a delayed academic calendar. While these changes allowed for continued learning during the pandemic, they also came with challenges and had implications on student performance and well-being. This transition brought to light the necessity for effective pedagogical practices to engage students in virtual classrooms, which also exposed existing disparities in access to technology and internet connectivity. Studies have focused on student access and success in transformative digital learning by redressing socioeconomic issues. Keeping students engaged and connected to what is being delivered has yet to be explored in Public Higher Education Institutions (PHEIs). Numerous tools are available to engage and connect students during teaching and learning. However, these are not optimally utilised in PHEIs due to a lack of knowledge of their existence; lecturers’ preferences; lack of skills in using engaging tools; conventional teaching style that is assumed to be working; and lack of will to adapt and change with the times. Changing from conventional classrooms to hybrid and online classrooms requires changing teaching methods and especially pedagogies. This study aimed to identify how PHEIs could better benefit from using 21st-century pedagogies in virtual classrooms now that the pandemic is over. A qualitative research approach was used to gather data. A desktop literature review was used from a constructivist paradigm to assess and select data to include in the study methodologically. Data was analysed using theme analysis. This study found that blended learning and virtual learning have high propensity and knowledge retention rates amongst students, given that the pedagogies used by lecturers align with the new requirements of active and engaging learning. This study covered a broad aspect of pedagogies underpinning learning in 21st-century classrooms and theories. Recommendations were made for improved active engagement in the 21st-century classroom. Keywords: Pedagogies, Covid19, Learning, Public Higher Education Institutions, Student Engagement