Digital transformation in the basic education sector: a case study of selected disadvantaged schools in the Western Cape

Abstract

Information and communication technology (ICT) use in education has grown significantly in recent years thanks to the development of new technologies. ICT developments have been claimed to be advantageous for learners in Township and rural schools. However, because insufficient focus has been placed on the variables influencing the implementation of digital transformation in these townships and rural schools, ICT inequalities still exist and have an impact on townships and rural schools. This study's goal is to examine how digital change has affected the Western Cape's underprivileged schools' basic education system and to determine the adequacy of the ICT infrastructure that will aid the use of digital transformation tools in the schools. This study adopted a mixed-methods research approach, which allowed the researcher to combine both inductive and deductive thinking to address the identified research problem. A survey research design was found to be suitable for this study, as surveys can use open-ended and closed-ended questionnaires. The target population comprised 16 educators (teachers and principals) and learners in four high schools in Khayelitsha Township, Metro East District, Western Cape. Non-probability sampling methods of purposive and convenient sampling were used to select the participants. The collected data were entered into an MS Excel spreadsheet for further qualitative and descriptive analysis. Digital transformation programs have not been well implemented in Khayelitsha Township, as most educators and learners provided evidence of how they are struggling in terms of their implementation. The biggest challenge highlighted by most respondents was the unavailability of ICT tools and services, which therefore affects the implementation of digital transformation programs. Most educators, however, received training from various ICT government programs and revealed their readiness to use ICT in their schools to improve service delivery and keep up with the technological transformations in the education sector. Teachers' attitudes towards technology largely depend on the use of ICT in educational settings. This study reveals that parents do not do enough to support ICT implementation in schools as they do not prioritise ICT tools. The government of South Africa should invest in the necessary infrastructure to support the implementation of digital transformation and enhance digital access for disadvantaged communities. Parents should also support digital transformation by prioritising the use of smartphones and laptops they purchase for their children. This research is vital as it gives an insight into how marginalised schools continue to be isolated from development in South Africa.