Post-COVID policy shifts in higher education: A mixed-methods cross-sectional case study on rhetoric vs. Reality in digital transformation efforts.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i9.1955

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i9.1955

Keywords:

Digital transformation, higher education policy, post-COVID education, implementation gap, online learning, infrastructure inequality, academic staff development, South Africa, mixed-methods study

Abstract

Background
The COVID-19 pandemic accelerated digital transformation in higher education globally. In South Africa, universities swiftly adopted policies promoting inclusive, technology-driven teaching and learning. However, despite these policy shifts, a significant gap remains between institutional rhetoric and practical implementation. Digital inequality, insufficient staff training, and infrastructure limitations continue to hinder meaningful and sustainable transformation.

Methods
A mixed-methods cross-sectional case study was conducted across three South African universities. Quantitative data were collected through an online survey administered to 150 academic staff, with 132 valid responses analysed using descriptive statistics and cross-tabulations. Qualitative data were gathered through 12 in-depth interviews with policymakers, IT staff, and academic personnel. Thematic analysis was used to interpret qualitative findings and triangulate them with survey data.

Results
Survey data revealed that 82% of institutions had adopted digital transformation policies, yet only 46% of staff reported receiving sufficient training to implement them effectively. Additionally, 61% identified student internet access as a persistent barrier. Respondents were 58% female and 42% male, with most being academic staff (64%). Interview insights from 18 participants across seven public universities highlighted a disconnect between top-down narratives of smooth digital adaptation and ground-level experiences of uncoordinated rollouts, infrastructure deficits, and resistance to change. Temporary innovations, such as hybrid classrooms and data subsidies, were inconsistently applied and lacked long-term support.

Conclusion
Post-COVID digital policies in South African higher education remain ambitious but fragmented. Despite progress, implementation continues to be undermined by systemic and operational challenges. True digital transformation requires more than policy declarations—it demands cohesive leadership, cultural change, and sustainable resource allocation.

Recommendations
Universities should invest in long-term digital infrastructure, ongoing staff development, and equitable student support. Institutional accountability mechanisms must be embedded to monitor implementation. A multi-stakeholder, collaborative approach is essential to bridging the gap between policy and practice in the digital age.

Author Biography

Sibonelo Thanda Mbanjwa , Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

Brown, M., & Green, T. D. (2021). The post-pandemic university: Challenges for sustainability and equity. Journal of Educational Technology, 34(2), 110–125.

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., & Chili, M. (2020). A wake-up call: Equity, inequality and COVID-19 emergency remote teaching and learning. Postdigital Science and Education, 2, 946-967.

https://doi.org/10.1007/s42438-020-00187-4

PMid:40477091 PMCid:PMC7509221

Jansen, J., Motala, S., & Pillay, D. (2021). Learning under Lockdown: Voices of South African Students. HSRC Press.

Kwet, M. (2019). Digital colonialism: US empire and the new imperialism in the Global South. Race & Class, 60(4), 3-26.

https://doi.org/10.1177/0306396818823172

Marginson, S. (2018). Higher education and the common good. Melbourne University Publishing.

van der Merwe, T. (2021). Beyond policy rhetoric: Institutionalising meaningful digital learning in African universities. South African Journal of Higher Education, 35(5), 21–38.