Implementing Digital Learning in Grade 12 Economics in Rural Secondary Schools

The integration of digital learning into secondary education has become increasingly indispensable, especially given the global shifts toward technology-enhanced teaching since the outbreak of the COVID-19 pandemic in 2020. While digital learning has been recognized for its ability to enhance learner engagement beyond the classroom, many grade 12 economics teachers and learners in rural areas lack the support and resources needed for effective implementation. This study explored the benefits and challenges of digital learning in rural schools in the Bohlabela District of Mpumalanga Province, South Africa. Using a qualitative approach, the study employed semi-structured interviews with fourteen purposively selected grade 12 economics teachers and analyzed the data thematically. The findings revealed several benefits, including improved access to learning resources, greater learner engagement through visual content, cost savings, enhanced digital literacy, and opportunities for self-paced learning. However, teachers also reported significant challenges such as limited infrastructure, unreliable internet connectivity, insufficient training, and inadequate technical support. These constraints widen the digital divide between urban and rural learners and threaten equitable and high-quality economics education. Understanding the benefits and challenges experienced by rural economics teachers and learners is essential to inform policies, practices, and resource investment to enable equitable and effective digital teaching and learning in economics classrooms across all schools in South Africa.