Challenges Experienced by Secondary School Economics Teachers During the Transition from Face-to-Face Teaching to E-Learning During the COVID-19 Pandemic: Evidence From Rural Schools in Vhembe East District, South Africa

The COVID-19 pandemic disrupted education systems globally and necessitated an abrupt transition from traditional face-to-face instruction to online and blended learning approaches. Although e-learning provided an alternative mechanism for sustaining educational activities during school closures, its implementation exposed substantial inequalities in access to technology, particularly in rural communities. This study explored the
experiences of secondary school Economics teachers regarding the challenges encountered during the transition to e-learning in rural schools located in the Vhembe East District of Limpopo Province, South Africa. Guided by Connectivism Theory, the study employed a qualitative research approach and collected data through
semi-structured interviews with Further Education and Training from ten Economics teachers and 10 learners who were purposively selected from the sampled secondary schools. Results show that the lack of robust learning technology, smartphones and data, unstable network connectivity, student absenteeism, and curriculum gaps limited participants’ e-learning experience. Some participants noted opportunities in online learning, such as access to online resources and flexibility in communication. Recommendations include increasing government funding for rural ICT resources, data waivers for learning, robust teacher training in technology use, context-specific blended learning policies, and the implementation of alternative informal learning opportunities through community learning centres. This study adds to the body of literature on current discourse on school transformation and digital connectivity for rural South African schools.

Blended learning, COVID-19, e-learning, Economics education, rural schools, Connectivism.

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