Bridging the digital divide: online learning experiences of disadvantaged students in South Africa

This study examines the benefits and challenges experienced by disadvantaged students participating in online learning within a professional accounting education context, using the digital divide as an analytical lens. The rapid shift to online learning during the COVID-19 pandemic exposed persistent disparities in access and use of information and communication technologies (ICTs), disproportionately affecting students from disadvantaged backgrounds. As higher education institutions continue to integrate online and blended learning beyond the pandemic, understanding how disadvantaged students navigate these environments is critical for developing inclusive digital education. The study employed an open-ended questionnaire, followed by focus group discussions with students participating in a transformation-focused support programme. Qualitative data from both stages were analysed thematically using the digital divide framework, focusing on the interconnected layers of structure, cultural practice, and agency. The findings reveal a multifaceted digital divide in which structural, cultural, and individual factors interact to shape students’ online learning experiences. Structural conditions, such as access to appropriate devices and reliable digital infrastructure, influence students’ ability to engage with online learning platforms. Cultural factors, particularly financial constraints related to internet access and digital resources, further limit equitable participation. At the same time, the agency dimension highlights students’ capacity to adapt to online learning through self-regulation and autonomy when adequate institutional support is available. The study underscores the importance of holistic institutional strategies to support disadvantaged students in digital learning environments. These include improving internet infrastructure, providing financial support for digital devices and connectivity, and adopting flexible teaching approaches that accommodate diverse access conditions.