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In the quiet rural corners of South Africa, where digital signals fade and determination endures, women continue to chase the promise of education through screens they can barely access. This paper aims to evaluate the effects of digital exclusion on the educational participation and success of rural South African women in Open Distance and Electronic Learning (ODEL) institutions. It is also aimed at demonstrating how intersecting factors such as gender, geography, cultural expectations, and socioeconomic inequalities shape their engagement with online higher education. The study employed a qualitative analytical method, supported by thematic coding, to interpret in-depth interviews conducted with eighteen (18) female students enrolled in ODEL programmes across KwaZulu-Natal, Limpopo, and the Eastern Cape. This dataset offered nuanced insights into the lived realities of women navigating learning under resource-scarce, patriarchal, and digitally disconnected environments. Findings of the study demonstrate that (i) ODEL systems often assume digital fluency and urban connectivity, inadvertently excluding rural learners; (ii) the lack of culturally responsive and localised support structures intensifies academic isolation, emotional fatigue, and technological disadvantage; and finally, (iii) rural women exhibit extraordinary resilience and agency, yet remain structurally invisible in institutional policy frameworks. The study concludes that achieving true equity in South Africa’s ODEL landscape requires a shift towards hybrid, humanized learning models that integrate offline academic support, vernacular communication, and community-based mentorship. By centring the voices of rural women, this paper challenges prevailing assumptions about access, inclusion, and digital justice in higher education.

Despite extensive research on the impact of educational technology in enhancing the quality of teaching, learning, and learner academic achievement, there remains a notable lack of research focusing on teachers’ perspectives regarding the role of technology in addressing educational inequities. Using South Africa as a case study, this qualitative investigation sought to explore South African teachers’ views on the perceived role of educational technology in promoting educational equity. Semi-structured interviews were conducted with four purposefully selected teachers from public schools in South Africa. The thematic findings indicated that the participants believed educational technology holds the potential to significantly contribute to the redress of educational inequities by expanding access to information and resources, improving the quality and efficiency of education, and catering to diverse learner preferences. However, participants also expressed concern that technology could potentially worsen existing disparities rooted in socioeconomic status. They emphasized the importance of equitable access to technological infrastructure. This study provides insights into the complex relationship between educational technology and equity within the South African context and underscores the importance of incorporating teachers’ perspectives in the implementation of technology-driven initiatives intended to eliminate educational inequalities.

This study aims to assess the e-learning difficulties faced by students at South African public higher education institutions, given the increasing reliance on online learning as a core mode of teaching and learning. The researchers critically analyzed previous research on technology in higher education to identify gaps in existing knowledge. The study adopted the Technology Acceptance Model (TAM) as the theoretical framework to guide the investigation. A quantitative research method was employed, using surveys distributed to experts from various faculties, departments, and students. This approach enabled the collection of data regarding the perceived challenges and barriers to e-learning. The findings revealed that students encountered significant challenges in e-learning, including issues related to digital literacy, limited access to resources, unreliable internet connectivity, and high data costs. These barriers are exacerbated by the disadvantaged and poverty-stricken backgrounds of many students in South African public institutions. Additionally, educators and course designers also face challenges in effectively implementing e-learning solutions. Addressing these challenges is essential for the successful adoption and integration of e-learning in South African higher education institutions. The study suggests that overcoming systemic issues—such as improving digital literacy, enhancing infrastructure, and reducing data costs—could unlock the full potential of e-learning. This could lead to more inclusive, accessible, and effective higher education. This study contributes to the existing body of knowledge by identifying specific barriers to e-learning adoption in South African public higher education institutions. It emphasizes the importance of addressing these challenges to harness the potential of technology-enhanced learning and promote inclusivity in higher education. The findings provide insights into how policy makers, educators, and institutions can better support students and course designers in the transition to e-learning environments.