Integrating e-textbooks in South African classrooms: A systematic literature review of implementation barriers and educational potential

Johannes Andreas Gerhardus Beukes ORCID iD

Issue: Vol. 7 No. 2 2026 Article 11 pp.169 – 179
DOI : https://doi.org/10.38159/jelt.20267211 Published online 12th March 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The integration of digital technology in education is rapidly expanding globally, including within South African classrooms. This research review critically examined the digital learning environment in South Africa, focusing specifically on the pedagogical role of e-textbooks, their effectiveness as learning tools, the barriers affecting their integration, and the perceptions of teachers and learners regarding their use in South African classrooms. The review began by defining e-textbooks and outlining their current implementation in South African schools. It explored their future potential and examined how e-textbooks could address challenges such as limited access to physical textbooks, especially in under-resourced areas. While e-textbooks offer many advantages, the review also highlights major barriers, including poor infrastructure, the digital divide, insufficient teacher training, and low levels of digital literacy among both teachers and learners. A systematic literature review methodology was used to ensure academic rigour. The paper synthesized perception-related findings drawn from empirical studies identified in the systematic review, focusing on how teachers and learners experience e-textbooks in terms of usability, learning effectiveness, and integration into classroom practice. Sociocultural factors, such as language diversity and unequal access to digital tools, were discussed as part of the contextual realities that affect the implementation and everyday use of e-textbooks, rather than as a separate focus on digital adoption. In conclusion, the review highlighted that while e-textbooks offer meaningful benefits—such as improved accessibility, interactive learning opportunities, and reduced reliance on physical resources—their successful integration is hindered by persistent challenges, including inadequate infrastructure, limited teacher training, and unequal digital access.

Keywords: E-Textbooks, South African Classroom, Implementation, Teacher Training

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Gerhard Beukes is Head of the Department of Mathematics, Science and Technology Education at the Central University of Technology (CUT), Bloemfontein, South Africa. He holds a Master’s degree in Education with a specialisation in Educational Psychology. With a professional background that spans technical industry practice and higher education leadership, his research interests include curriculum design, disciplinary knowledge in creative education, AI integration in higher education, and the alignment of academic programmes with industry and policy frameworks. He is actively involved in academic programme development, quality assurance, and research on technology-enhanced teaching and learning. In addition to his academic responsibilities, he is engaged in community-focused initiatives aimed at strengthening education in disadvantaged contexts. His work includes the re-skilling and professional development of teachers in under-resourced schools, particularly in mathematics and science education, where he supports capacity-building initiatives designed to enhance subject knowledge, pedagogical competence, and sustainable educational improvement.

Beukes, Johannes Andreas Gerhardus. “Integrating e-textbooks in South African classrooms: A systematic literature review of implementation barriers and educational potential” Journal of Education and Learning Technology 7, no.2 (2026): 169 – 179. https://doi.org/10.38159/jelt.20267211

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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