Bridging boundaries: advancing digital equity and innovation through blended learning in global higher education. A cross-sectional study at Mangosuthu University of Technology.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i9.1987

Authors

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

DOI:

https://doi.org/10.51168/sjhrafrica.v6i9.1987

Keywords:

Blended learning, digital equity, higher education, innovation, internet access, student experiences, digital literacy, South Africa, Mangosuthu University of Technology, educational transformation

Abstract

Background
Blended learning has become a vital approach in global higher education, especially in the post-pandemic era. At Mangosuthu University of Technology (MUT), this model is seen as a potential tool to bridge digital divides and promote innovation in teaching and learning. However, many students still face challenges related to digital access, which affects their academic participation and success.

Methods

This cross-sectional study was conducted at MUT to examine the experiences of students and staff with blended learning. Data were collected through an online survey from 180 participants, including 140 students (78%) and 40 academic staff (22%). The survey explored access to devices and the internet, digital skills, and perceptions of blended learning’s impact on equity and learning quality.

Results

Most student participants (65%) were from rural or township areas. About 45% reported difficulty accessing a stable internet, while 39% lacked personal laptops or tablets. Despite these challenges, 68% of students said blended learning helped them manage their time better and access recorded content at their own pace. Only 35% of students felt confident using digital learning platforms without support. Staff reported limited training in blended learning methods but recognized its potential to reach more students effectively.

Conclusion

Blended learning has opened new opportunities for flexible and inclusive education at MUT, but gaps in digital access and readiness continue to affect student participation. A greater focus on student-centred support is needed.

Recommendations

The university should expand access to affordable devices and the internet, provide ongoing digital skills training, and ensure that blended learning platforms are accessible and easy to use. Empowering students with the necessary tools and support is crucial for advancing digital equity and promoting educational success.

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.

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