Understanding Difficulties of Emergency Remote Teaching and Learning in Higher Education: Preparing Institutions in the Vaal Region for Future Crises
Keywords:
emergency; remote teaching and learning; online learning; future crisis; load shedding and higher educationAbstract
This study explores the challenges faced by South African higher education institutions (HEIs) during the rapid shift to Emergency Remote Teaching and Learning (ERT&L), particularly under the compounded strain of national loadshedding. While ERT&L initially emerged in response to the COVID-19 pandemic, this study adopts a broader interpretation of the concept, examining its application in both pandemic-related and ongoing emergency contexts such as energy crises. The research addresses a critical gap in existing literature by examining the intersection of technological limitations, institutional unpreparedness, and socio-economic disruptions using the Technology-Organization-Environment (TOE) framework. Employing a qualitative, phenomenological approach, the study captures the lived experiences of ten purposefully selected students and lecturers from a HEI in the Vaal area through semi-structured interviews. Thematic analysis revealed that technological constraints, lack of institutional readiness, and the unpredictability of loadshedding significantly undermined the effectiveness of ERT&L. Moreover, participants reported high levels of stress and psychological strain, prompting a recommendation to expand the TOE framework to include human factors. The findings underscore the urgent need for improved digital infrastructure, institutional policy reforms, and comprehensive support systems to build a more resilient and equitable online education model. This research offers valuable insights for policymakers and educational stakeholders seeking to strengthen the sustainability and accessibility of digital learning in the face of future crises.
https://doi.org/10.26803/ijlter.24.5.8
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