Balancing Growth, Inclusivity, and Technology: Rethinking Student-Centered Learning in South African Higher Education
Abstract
South African higher education faces persistent challenges related to massification, curriculum decolonization, and digital inequities, particularly in resource-constrained institutions. These factors place significant strain on student support systems, impacting teaching quality and necessitating innovative, adaptive strategies to foster inclusive, student-centered learning.
This study critically examines the intersection of these challenges and explores strategies to enhance student support in higher education. Employing a qualitative research design, the study integrates document analysis with autoethnographic reflections from the author’s experiences in academia. Thematic analysis identifies key barriers and interventions for strengthening student-centered learning in the South African context.
Findings indicate that massification has strained student support structures, reducing opportunities for personalized engagement. While curriculum decolonization policies exist, inconsistent implementation—due to faculty training gaps and institutional inertia—limits their impact. Additionally, digital inequalities continue to hinder equitable access to learning resources, exacerbating disparities in student engagement. However, targeted interventions such as blended learning models, structured peer mentorship programs, and flexible assessment strategies offer viable pathways to mitigate these challenges.
The study underscores the need for comprehensive reforms that integrate faculty development, digital infrastructure enhancement, and curriculum transformation. Strengthening student support systems through inclusive and adaptive strategies is critical for ensuring the sustainability and equity of higher education. By addressing structural barriers, this study contributes to ongoing discussions on educational transformation, offering practical insights into improving student success and institutional resilience in South African universities.
https://doi.org/10.26803/ijlter.24.4.7
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