This survey research examines the role of digitalisation in transforming educational delivery and access within urban Eswatini from 2021 to 2026. It investigates whether rapid technological adoption is fostering equitable pedagogical change or exacerbating existing digital divides. Employing a mixed-methods approach, data were collected from 450 educators, administrators, and final-year secondary students across three major urban areas between 2023 and 2024. The survey instrument assessed infrastructure access, digital literacy, pedagogical integration, and perceived barriers to technology-enhanced learning. Findings demonstrate a significant increase in device availability and internet connectivity since 2021. However, they reveal a persistent and critical gap between mere access and the meaningful, pedagogically-sound integration of technology into teaching and learning. Key constraints identified include inadequate educator training, curriculum inflexibility, and prohibitive data costs. The study concludes that, without targeted policy interventions focused on pedagogical upskilling and the development of locally relevant digital content, digitalisation risks remaining a superficial addition rather than a transformative force. This research contributes an essential African perspective to global educational technology discourse, offering evidence-based insights for Eswatini's Ministry of Education and similar urban contexts to develop holistic strategies that prioritise pedagogical outcomes over infrastructure provision alone.
Hlophe et al. (Sun,) studied this question.