In South Africa, rural schools face significant challenges in providing equitable access to STEM education. A mixed-methods approach combining qualitative interviews with school administrators and quantitative data from student performance metrics. Findings indicate that while some rural schools have successfully implemented digital learning platforms, there is a notable disparity in access and usage across different regions. The introduction of targeted policy interventions is crucial to ensure equitable distribution of these platforms and maximise their educational impact. Develop a national strategy for the deployment of digital learning resources, focusing on areas with limited infrastructure and resources.
Mpho et al. (Fri,) studied this question.