Bridging the digital divide: Exploring technology adoption and equity in secondary education in Eswatini
Résumé
Access to quality education is central to social and economic progress, particularly for developing nations such as Eswatini seeking to transition to knowledge-based economies. This study explores how modern technologies through digital infrastructure, e-learning platforms, and policy frameworks can improve the accessibility, inclusivity, and quality of secondary education in Eswatini. Framed by the Technology Acceptance Model (TAM), it examines technology adoption, learner responses, barriers, and strategies for systemic improvement. Using a qualitative, transformative paradigm and a case study design, data were collected through focus groups and semi-structured interviews with a purposive sample of four (4) rural educators, two (2) urban parents, two (2) rural parents, three (3) urban learners, three (3) rural learners, and two (2) inspectors. Findings reveal limited but growing use of tools such as WhatsApp and the Eswatini Learning Passport. Rural schools lag due to infrastructural deficits, high data costs, and limited teacher training. Learners showed strong receptivity, citing improved engagement and autonomy, while teachers noted potential for inclusivity and participation. Nonetheless, inequities and low digital literacy continue to hinder adoption, especially in underserved regions. Participants recommended investment in infrastructure, data subsidies, expanded teacher training, and stronger public–private partnerships. The study concludes that while modern technologies offer transformative potential, equitable digital education in Eswatini requires a coordinated, inclusive, and well-resourced national strategy.
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