Exploring the digital readiness of first-year rural students studying at a South African further education institution

Abstract

This study examines the digital readiness of rural first-year students of a South African Further Education Institution, namely Vuselela TVET College, located in North-West Province. Based on the Technology Acceptance Model (TAM) and the Appropriation Theory of the Digital Divide (ATDD), this research explored ways in which rural high school learners are making the transition to digitally based learning environments and the obstacles faced along with its impact on academic achievement. A total of 9 first-year students from rural high schools were purposively selected and virtually interviewed via Zoom using semi-structured interviews with open-ended questions, where they shared their lived experiences regarding the phenomenon. The study employed a qualitative, phenomenological methodology and the interpretivist paradigm. The results indicated that most of the participants entered further education with insufficient knowledge about digital technologies, low levels of computer literacy, and lack of confidence in operating online platforms. The major obstacles to digital readiness were low ICT infrastructure in schools in the rural areas, low Internet connectivity, load shedding, and lack of institutional support. These issues were compounded by cultural attitudes and other digital pedagogy among teachers. However, the students showed resilience by developing self-learning behaviours, peer learning, and mobile-based learning as learning coping strategies. The study concludes that digital readiness goes beyond technology availability; it includes expertise, motivation and institutionalisation to facilitate meaningful digital interaction. It suggests that ICT skills should be included in basic education syllabus, that connectivity in rural and areas should be enhanced and that specific digital literacy programmes should be introduced to the first-year TVET students. The findings can contribute to the discussion on digital equity, the National Development Plan (NDP) 2030, and Sustainable Development Goal 4 of South Africa, which advocates for inclusive and quality education in a digitally transforming world.