Educational Technology for Sustainable Development in SADC Higher Education: A Systematic Review

Educational Technology for Sustainable Development in SADC Higher Education: A Systematic Review

Abdul Feroz Maluleke

Issue: Vol. 6 No. 12 2025 Article 6 pp. 1309 – 1329
DOI : https://doi.org/10.38159/jelt.20256126 | Published online 30th December, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Educational technology (EdTech) has emerged as a critical enabler of sustainable development in higher education, particularly within the Southern African Development Community (SADC) region, where innovative strategies are essential to address persistent socio-economic challenges. This study reviews the current practices and challenges associated with the adoption and implementation of EdTech in higher education institutions (HEIs) across the SADC region, with a particular focus on its contribution to achieving the Sustainable Development Goals (SDGs). Guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology, a total of 34 peer-reviewed studies published between 2020 and 2024 were selected from the Scopus and Web of Science databases, based on predefined inclusion criteria. The analysis combined bibliometric mapping using VOSviewer, keyword co-occurrence analysis, and qualitative thematic synthesis. The findings reveal an upward trend in EdTech research output, predominantly driven by South African institutions, with limited representation from other SADC countries. The reviewed studies highlight four current practices adopted by HEIs: strategic and policy-aligned integration of EdTech, blended learning implementation, capacity building among educators and students, and leveraging EdTech to promote inclusive access and sustainable education. However, HEIs continue to face substantial challenges, including infrastructural and financial constraints, limited digital literacy, inadequate institutional policies, and ethical concerns related to assessment integrity. These barriers hinder the sustainable integration of EdTech, particularly in rural-based institutions. The study recommends that policymakers strengthen investment in digital infrastructure, enhance professional development for staff and students, establish robust policy frameworks, and promote equity-driven approaches to EdTech integration.

Keywords: Educational Technology, SADC Region, Higher Education, Sustainable Development, Systematic Review.

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AUTHOR(S)

Dr. Abdul Feroz Maluleke is a lecturer in the Department of Business and Information Management Services at the Tshwane University of Technology, South Africa. He teaches and researches in the areas of digital pedagogy, educational technology, and organisational behaviour. His current. Passionate about sustainable and ethical digital transformation in education, Dr. Maluleke actively contributes to curriculum development, digital technology integration, online learning enhancement, and learning analytics adoption across higher education. Dr Maluleke has published a number of articles in the field of educational technology and is also involved in academic collaborations across Africa and Europe.

TO CITE ARTICLE

Maluleke, Abdul Feroz. “Educational Technology for Sustainable Development in SADC Higher Education: A Systematic Review.” Journal of Education and Learning Technology 6, no. 12 (2025): 1309 – 1329. https://doi.org/10.38159/jelt.20256126.