From Traditional Face-To-Face Contact to Face-The-Screen Method of Teaching and Learning: The Challenges Faced by South African Rural School Learners and Tertiary Students during Covid-19 Lockdown and Beyond

From Traditional Face-To-Face Contact to Face-The-Screen Method of Teaching and Learning: The Challenges Faced by South African Rural School Learners and Tertiary Students during Covid-19 Lockdown and Beyond

Peter Morepje Nchabeleng

Issue: Vol.6 No. 6 2025 Article 7 pp.406 – 423
DOI : https://doi.org/10.38159/jelt.2025667 | Published online 20th June, 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

South Africa, like many countries around the world that were affected by the pandemic, introduced the COVID-19 lockdown in March 2020 and schools and tertiary institutions were closed. The purpose of this study was to discuss the challenges faced by South African rural school learners and tertiary students during COVID-19 and beyond. This study used secondary data sources specifically academic materials. Through the qualitative method of research, it was found that South African rural learners and tertiary students faced challenges of online teaching and learning during COVID-19 and beyond the pandemic. This study discussed some of the challenges encountered by South African rural learners and tertiary students during the COVID-19 lockdown and beyond. Some of the challenges include poverty and equality, poor infrastructure, the problem of network coverage and connectivity, lack of computer skills, lack of technological resources, inadequate reading and writing skills, and inability to comprehend the English language. The study recommended that the South African government should try to address the problem of disparities by improving services in rural areas. The study seeks to contribute to the existing body of knowledge on technological teaching and learning. The study provides data that will help policymakers, government officials and researchers. It will also help tertiary students, especially those who specialise in technology.

Keywords: From face-to-face to face-the-screen, Challenges, South African, Rural School Learners and Tertiary Students, COVID-19 Lockdown and Beyond

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AUTHOR(S)

Peter Morepje Nchabeleng is a lecturer at the North West Community Education and Training College (NWCETC) in South Africa. He completed his MPhil in Political Studies at the University of Port Elizabeth (UPE), now Nelson Mandela University (NMU). He has presented papers at both national and international conferences. His recent presentations are with Glotan Research Services and he has presented four papers so far with the organization. He has published three book chapters and one journal article. His research interests are in the areas of African Sustainable Development; African Politics; and Political Economy of Africa, specializing in Southern Africa and Armed Conflict and Resolution in Africa. He intends to commence his Phd in political studies, specializing in African Politics in the 2026 academic year.

TO CITE ARTICLE

Nchabeleng, Peter Morepje. “From Traditional Face-To-Face Contact to Face-The-Screen Method of Teaching and Learning: The Challenges Faced by South African Rural School Learners and Tertiary Students during Covid-19 Lockdown and Beyond.” Journal of Education and Learning Technology 6, no.6 (2025): 406 – 423. https://doi.org/10.38159/jelt.2025667