Navigating E-Learning Challenges through Self-Regulated Learning: Resilience Strategies among University Students in Developing Countries

Navigating E-Learning Challenges through Self-Regulated Learning: Resilience Strategies among University Students in Developing Countries

Vicente António Halle , Carlie Luzaan Schlebusch & Nicole Charlene Swartz

Issue: Vol. 6 No. 12 2025 Article 25 pp.1574 – 1591
DOI : https://doi.org/10.38159/jelt.202561225 Published online 30th December, 2025.

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ABSTRACT

The rapid adoption of e-learning in higher education, particularly in developing countries, aims to overcome geographical, infrastructural, and socio-economic barriers. Despite its potential, students in these regions face numerous challenges in fully engaging with online learning platforms. This study investigates the role of Self-Regulated Learning (SRL) and resilient strategies in helping students navigate these barriers. Data were collected through semi-structured interviews with open-ended questions, and analysed thematically. Twenty-four students (12 males and 12 females) from two universities in South Africa and Mozambique were interviewed to explore the strategies they employed to overcome technological, psychological, and contextual challenges. The findings reveal that students employ a combination of SRL and resilience strategies, such as goal setting, time management, self-monitoring, and peer support through platforms like WhatsApp and YouTube. A striking finding was the creation of peer-led YouTube channels by students, providing low-tech solutions for navigating e-learning platforms and offering educational support to their peers. These peer-led initiatives exemplify innovation and resilience, fostering collaboration in a resource-constrained environment. The study introduces the Self-Regulated Resilience Framework (SRRF) and highlights the significance of SRL and resilience in promoting student agency and resilience. Recommendations include the institutional integration of peer-led initiatives and SRL/resilience-focused training to enhance e-learning sustainability. Further research is needed to explore the scalability of these peer-driven strategies and their long-term impact on academic outcomes. The contribution of this study lies in its identification of these peer-led initiatives as scalable and innovative solutions for enhancing student engagement and success in e-learning.

Keywords: e-learning, higher education, challenges, self-regulated learning, resilience strategies.

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AUTHOR(S)

Vicente Antonio Halle (author) is a lecturer at Business School and Faculty of Economics and Business Sciences, University of Saint Thomas of Mozambique. He finished Doctorate in Education and discusses the factors that contribute to the success of the implantation of an integraded approach to e-learning and teaching. His teaching is grounded in e-learning, digital technologies and student-centered approaches that encourages the active learning and teaching.

Prof. Luzaan Schlebusch is an Associate Professor in the Department of Mathematics, Science and Technology Education in the Faculty of Humanities at the Central University of Technology, Free State. She holds a PhD in Education, with research interests in computational thinking and the pedagogical integration of digital technologies in teacher education. Her teaching philosophy is grounded in learner-centred, practice-based approaches that promote critical thinking, reflection, and meaningful technology integration.

Dr. Nicole Charlene Swartz ( co-author) is a lecturer in the Department of Educational and professional Studies within the Faculty of Humanities. She holds a Doctorate in Education and adopts a student-centred teaching philosophy that emphasizes inclusive, engaging learning through collaboration, differentiated instruction, and real-world application.

TO CITE ARTICLE

Halle, Vicente António, Carlie Luzaan Schlebusch, and Nicole Charlene Swartz. “Navigating E-Learning Challenges through Self-Regulated Learning: Resilience Strategies among University Students in Developing Countries.” Journal of Education and Learning Technology 6, no. 12 (2025): 1574 – 1581. https://doi.org/10.38159/jelt.202561225.