Higher Education Institutions’ Preparedness for the Digital Era: Lessons from COVID-19 in South Africa

The global COVID-19 pandemic declaration prompted widespread containment measures, including the adoption of online learning. South African higher education institutions swiftly transitioned to remote teaching and leveraged digital tools to mitigate academic disruption. This study explores the implications of this shift on higher education students’ access to digital resources at the Buffalo City Metropolitan Municipality. The youth, including students, are positioned as technology drivers of change due to their presumed access to digital technology at various educational institutions. The pedagogical pivot to online learning presented both opportunities and challenges, offering innovative solutions while also unveiling digital disparities. Drawing from interviews conducted with students across different institutions between March and April 2021, this paper illuminates the complex landscape of COVID-19's impact on education, drawing lessons for digital era preparedness. Data collected were analyzed both qualitatively and quantitatively, revealing heightened student anxiety about their digital literacy and access. Online learning underscored the important role of digital resources and connectivity in academic success, magnifying disparities in availability and quality, hence the digital divide.