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The digital divide (DD), which refers to the gap resulting from unequal access to digital technology hardware, software and ideological-ware resources, arises from disparities in accessing, material and physical resources that enable internet access. In the contemporary world, this divide extends beyond internet access to include the ability to manipulate educational technologies in the knowledge building process. Therefore, the installation of the internet infrastructure in communities should not be considered as the sole facility to access. In attempting to curb the DD, blended learning is seen to be a possible viable option. It is against this backdrop that this article sought to explore the role of blended learning in neutralising DD. This qualitative case study employed the resources and appropriation theory as a lens to analyse DD as a result of societal inequalities and unequal distribution of resources. The community of Inquiry (COI) framework was also used as a theoretical lens to guide the implementation of social and cognitive knowledge-building in a blended learning context. The reported study employed purposive sampling involving 26 participants who were the recipients of blended learning in one institution of higher learning (HEI) in Lesotho. Data were generated through reflective journals and one-on-one semi-structured interviews, and guided analysis was used to interpret the generated data. The findings established that blended learning has the capacity to neutralise DD, as it affords students the flexibility to design and engage in individualised learning experiences through both offline and online modes of teaching and learning, thereby meeting their access needs. The recommendation proposed in this article, thus, is for HEIs to adopt blended learning to eliminate categorical inequalities and social divisions in education, ideally promoting equilibrated inclusion of individuals from diverse socio-economic backgrounds in the teaching and learning process.

The study examined the role of leadership in the performance of the National Social Security Authority (NSSA) in Zimbabwe. The study employed mixed methods research, which triangulated qualitative and quantitative techniques. Respondents for the questionnaires were selected using simple random sampling. Participants for interviews were purposively selected. Written records were also used to collect data. Data from questionnaires were analyzed using Statistical Package for Social Scientists (SPSS), and qualitative data were analyzed using thematic and content analysis. The study established leadership as a crucial component for NSSA’s satisfactory performance, with investment activities, service delivery, and corporate social responsibility used to gauge NSSA’s performance. The study recommended the intricate interaction of the leadership and the employees and the creation of a robust corporate governance framework to do away with political prying and enhance efficiency and effectiveness in the running of NSSA.