Psychosocial challenges experienced by at-risk students in an open distance e-learning environment: A case study of a university in South Africa

Student retention remains a significant challenge in Open Distance e-Learning (ODeL) institutions, particularly among students who repeatedly fail academic modules and risk dropping out. While previous studies have identified academic, psychological, and socioeconomic risk factors, limited research has examined how these challenges interact within the lived experiences of at-risk students in South African ODeL contexts. This study explored the psychosocial challenges experienced by at-risk students at a selected university in South Africa. Guided by Social Constructionism and Person-in-Environment Theory, the study employed an interpretive qualitative phenomenological design. The study purposively selected 35 students who had failed one or more modules at least twice. Data were collected through semi-structured online interviews conducted via Microsoft Teams and analysed using Braun and Clarke's reflexive thematic analysis. Five themes emerged: Academic Struggles, Emotional and Psychological Distress, Financial and Socioeconomic Barriers, Institutional Support Deficiencies, and Personal Life and Role Conflicts. Findings indicate that the cumulative interaction of personal, structural, and institutional factors shapes students' experiences of academic failure. The study contributes to understanding how psychosocial vulnerabilities influence student success in ODeL environments and offers recommendations to enhance student counselling, academic support, and retention strategies.