COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities

Although the global impact of the COVID-19 pandemic on the education and mental health of the university environment is relatively unknown, it is expected to be very significant considering the high incidence of emotional reactions amongst university students and staff. While fears around COVID-19 exposure, anxieties, and the challenges of support normalize stress, anxiety, and depression as emotional reactions in the face of the pandemic, this psychosocial impact has negative consequences for the university community. Thus, in order to salvage the higher education institutions from the debilitating effects of the pandemic, there is a clear need to safeguard the welfare of students and staff. Hence, it becomes vital to examine the experience of members of the university community during the COVID-19 crisis in order to develop measures and implement interventions that will assist in navigating psychosocial challenges. To achieve this objective, the study employed a mixed-method research approach in which data was collected using web-based survey and online interviews. Concurrent triangulation sampling technique was employed to select a sample of fifteen (15) students, five (5) university managers, and five (5) lecturers – making twenty-five (25) respondents at each of the two universities, thus making a cumulative total of fifty (50) at two (2) rural universities in the Eastern Cape Province, South Africa. Thus, qualitative and quantitative data collected were analysed concurrently by first reporting the qualitative findings and then comparing them to the quantitative findings. Findings revealed that although the university environment traditionally provided opportunities for strengthening social ties which satisfy the universal need to belong to a community, the COVID-19 pandemic has altered rural university life, thus, significantly impacting on psychosocial wellbeing. The study recommends that rural institutions must facilitate psychosocial wellness programming with the assistance of wider stakeholders such as the government and the private sector who can assist in financing this initiative.

The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities

Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.

Comparative learning challenges experienced by students in rural universities of developing nations in Sub-Sahara Africa

Purpose The purpose of this paper is to explore the common learning challenges experienced by undergraduates in selected rural universities in Nigeria and South Africa. Rural universities are strategically established and expected to enhance sustainable development by meeting the needs of host communities. Hence, an attempt is made to trace factors hindering the attainment of the goals. Design/methodology/approach A quantitative research method was adopted for data collection. A self-designed questionnaire was administered to 2,335 randomly selected third-year students. Findings The outcome of the study shows that six common learning challenges: cognitive learning challenges, easy loss of concentration, previous learning experiences, distance, student–lecturer relationship as well as policy making and implementation are experienced by undergraduates in the two universities. Research limitations/implications This research shows the common challenges experienced by undergraduates in rural universities. However, the study is limited to two selected universities in Nigeria and South Africa. Practical implications These results are useful in guiding education stakeholders in policy making and how quality education can be provided for rural-based undergraduates. Originality/value The research suggests various ways by which common learning challenges experienced by students in rural universities can be overcome. It will be of immense value to curriculum designers and implementers toward sustainable nation building.

Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities

In order to obtain a fair ‘OER picture’ for the Global South a large-scale study has been carried out for a series of countries, including Kenya. In this paper we report on the Kenya study, run at four universities that have been selected with randomly sampled students and lecturers. Empirical data have been generated by the use of a student and a lecturer questionnaire to which in total 798 students and 43 lecturers have responded. Selected from the very rich source two major outcomes are: (i) there is a significant digital differentiation among lecturers and students at urban versus rural universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual processing by respondents of educational resources (not necessarily open) a ‘preparedness for openness’ can be derived that promises well for the future.