Barriers and enablers of integrated e-learning in Southern Africa: Student experiences

Integrated e-learning is increasingly essential for enhancing higher education globally, yet its implementation in resource-constrained regions such as Southern Africa remains uneven. This study explores the technological, organizational, and environmental factors influencing the integration of e-learning in higher education institutions, using the Technological, Organizational, and Environmental framework. A qualitative phenomenological approach was employed, involving semi-structured interviews with 24 students (12 males and 12 females) from universities in South Africa and Mozambique. Thematic analysis revealed key barriers, including poor connectivity, limited digital literacy, inadequate institutional support, and socio-economic constraints such as power cuts and data costs. Despite these challenges, several enablers emerged, including mobile-friendly platforms, flexible learning policies, peer support networks, and student self-regulation strategies. These findings suggest that successful e-learning implementation requires more than access to technology. This demands institutional commitment, policy coherence, and attention to students’ lived realities. The study underscores the need for a context-sensitive, ecosystemic model that simultaneously addresses infrastructural limitations and promotes adaptive student practices. Such an approach is vital for creating inclusive, effective, and resilient e-learning systems in the Global South.