Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

Year 2025, Volume: 12 Issue: 1, 161 - 173, 30.04.2025

Carlie Luzaan Schlebusch , Motsamai Joseph Mosebekoa , Molebatsi Nkoane

https://doi.org/10.30900/kafkasegt.1532235

Abstract

The South African Development Community's educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto (Lesotho) and eThuto (South Africa), are supported by devices such as computers and smartphones.

Keywords

Learning technologies , student-teachers , higher education

Ethical Statement

Attached as a file

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