Digital learning as a transformative force in higher education institutions in Eastern Cape, South Africa

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This paper examined the transformative role of digital learning in the Eastern Cape.The advent of digital learning has emerged as a transformative force in higher education institutions, reshaping pedagogical approaches and enhancing student engagement.The paper adopted a qualitative, interpretive stance to capture lived experiences, meanings, and context-specific understandings of digital learning as a transformative force in Eastern Cape higher education institutions.A qualitative stance was aligned with the emphasis on depth of understanding, pedagogical change, and student and staff experiences rather than purely measurable outcomes.A multisite instrumental case study design was appropriate for illuminating how digital learning functions as a transformative force across diverse Eastern Cape higher education institutions.The population for this paper included students, academics, and administrative staff involved with digital learning across selected Eastern Cape higher education institutions.Purposive sampling was used to select participants to capture diverse perspectives on transformation.The sampling strategy was guided by data saturation, with a focus on in-depth semi-structured interviews for students and staff, complemented by document analysis and observations.Thematic analysis was used to identify, analyse, and report patterns across datasets.Findings suggest that while digital learning can enhance accessibility and flexibility, significant disparities in access to technology and digital literacy persist, exacerbating existing inequalities.The findings of the paper were context-specific to Eastern Cape higher education institutions and may not generalise beyond similar settings.The paper concludes with recommendations for improving digital learning infrastructure and strategies for future research.

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