Disconnected in a Digital Age

Digital technologies have rapidly expanded in South African higher education, yet significant inequalities persist in how students access and use these tools. This study examines how digital inequality shapes students’ academic experiences, focusing on disparities rooted in prior exposure to technology and access to devices and internet connectivity. Students from well-resourced schools often enter university with established digital literacy skills. At the same time, those from under-resourced backgrounds frequently have limited experience with computers, online platforms, and digital learning tools. This creates a “digital readiness gap,” placing already disadvantaged students at further risk as they must adapt simultaneously to academic demands and unfamiliar digital environments. Drawing on the capability approach, the study argues that digital inequality extends beyond unequal access to resources, highlighting instead unequal abilities to convert digital tools into meaningful educational outcomes. Using a qualitative, desk-based methodology drawing on institutional data, policy documents, and existing literature, the study examines how these disparities shape academic participation and persistence. Findings suggest that, despite its inclusive intentions, digital transformation may inadvertently reinforce existing socio-economic inequalities when institutions do not address differences in digital skills. Limited digital competence can hinder students’ ability to access learning materials, complete assignments, and engage with institutional systems, ultimately affecting academic performance and overall university experience. The study concludes that addressing digital inequality requires more than providing technological access; it necessitates strengthening digital capabilities through early exposure, targeted institutional support, and policies that bridge gaps between schooling systems and higher education demands.