Transforming Rural University Learning Spaces: Integrating Technology in Traditional Lecture Halls for Equitable Education

Authors

Keywords:

Technology integration, educational equity, digital literacy, rural-based higher education, student engagement, infrastructure barriers

Abstract

This study investigates integrating digital technologies inside standard classroom environments at a resource-constrained rural South African university to enhance equitable education. Drawing from the Technology Acceptance Model (TAM), Constructivist Learning Theory, and Diffusion of Innovation (DOI) Theory, this quantitative study examines perceptions and effectiveness of technology integration through structured questionnaires completed by 167 participants (students, lecturers, and support staff). Statistical analyses (Pearson correlation, ANOVA, regression) revealed significant relationships between the perceived usefulness of technology and student engagement (r = 0.63, p < 0.01), alongside notable group differences (F(2, 164) = 7.34, p < 0.001). Despite positive attitudes, hurdles such as inadequate infrastructure, constrained training, and insufficient institutional support were identified. The study concludes with strategic policy recommendations to address the barriers and foster sustainable technological integration.

Author Biographies

  • Benjamin Seleke, Walter Sisulu University, South Africa

    Dr. Benjamin Seleke is a seasoned academic and researcher in Mathematics, Natural Sciences, and Technology Education, with a strong focus on curriculum development, teacher professional development, and Indigenous Knowledge Systems (IKS). He currently serves at Walter Sisulu University in Mthatha, Eastern Cape, as a senior academic in the Department of Adult and Education Foundations. With a career spanning over eight years, Dr. Seleke has held key roles at North-West University and the University of the Free State, where he contributed to integrating problem-based learning strategies and improving Technical and Vocational Education and Training (TVET). His academic achievements include a Doctor of Philosophy (PhD) in Curriculum Studies from North-West University and a Master of Education (MEd) in Curriculum Sciences from the University of the Free State.

    Dr. Seleke has made significant research contributions through journal articles, conference papers, and book chapters that address STEM education, IKS integration, and 4IR skills for educators. Notable works include "Analysis of teachers’ perspectives towards the use of IKS to improve STEM education for sustainable development" and "Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices." He is also an active peer reviewer for leading journals, ensuring high scholarly standards. Dr. Seleke’s professional interests lie in bridging the gap between traditional and modern educational practices by fostering culturally responsive pedagogy and preparing educators for the demands of the Fourth Industrial Revolution. His work continues to shape inclusive and innovative learning environments in South Africa and beyond.

  • Nixon Teis, Walter Sisulu University, South Africa

    Nixon JP Teis, Ph.D., is an Associate Professor in the Faculty of Education at Walter Sisulu University. A passionate teacher educator who manages a fine balance between teaching, research, engaged scholarship and citizenship. He taught undergraduate modules and supervised several postgraduate student research at the Sol Plaatje University (SPU) and the University of the Free State (UFS), South Africa. He is also the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. Prof Teis obtained his Ph.D., focusing on Technology Teacher Competency, at the University of the Free State. His formal qualifications are further bolstered by his continued engagement in professional development activities to stay relevant. These include engagement in certified training in Innovation and Design-Thinking and Intelligent Manufacturing from Massachusetts Institute of Technology – MIT and Intelligence Manufacturing: Robotics and Mechatronics from the WVTC & YALONG in China. Prof Teis supervises a cohort of master's and doctoral students who reflect critically on their own teaching practice and generate empirical data from those affected by their teachings. Prof Teis' research interests are in teacher knowledge, the philosophy of technology and social justice with a discipline-specific focus on technical teacher knowledge, teacher professional development and technical training and the impact of technological advancements on technical teacher knowledge and capacity development. He has extensive experience in technical knowledge and skill development. He led a DHET EU grant-funded research project on technical engineering lecturer knowledge frameworks and published a comprehensive co-authored report summarising these research activities.

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Published

2025-08-29

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Vol. 1 (2025): Innovative Journal of African Education

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Articles

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Copyright (c) 2025 Sibonise Mabengwana, Benjamin Seleke, Nixon Teis (Author)

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Transforming Rural University Learning Spaces: Integrating Technology in Traditional Lecture Halls for Equitable Education. (2025). Innovative Journal of African Education, 1, 1-14. https://ijae.wsu.ac.za/ijae/index.php/ojs/article/view/1

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