BLENDED TEACHING AND LEARNING IN SOUTH AFRICAN SECONDARY SCHOOLS IN THE POST-COVID-19 PANDEMIC ERA

Abstract

This study explored the multifaceted landscape of secondary education following the COVID-19 pandemic. The pandemic brought about a shift in education worldwide, necessitating a rapid transition from traditional classroom teaching to remote and blended learning modalities. This conceptual paper explores the emerging landscape of blended teaching and learning in South African secondary schools in the post-COVID-19 era. While South Africa's educational system was not immune to the disruptions caused by the pandemic, unique challenges and opportunities also presented themselves. This study reviewed journal articles and book chapters focused on the nature of blended teaching and learning in South African secondary schools following the COVID-19 pandemic. First, to ensure an in-depth exploration, we conducted a generic search on the challenges posed by transitioning to blended learning, supportive measures to mitigate these challenges and the benefits of a blended learning environment. This resulted in more than 90 journal articles being found. We then customised our search, subsequently identifying 14 reports that satisfied our inclusion criteria. Our analysis of these studies highlighted a multifaceted and dynamic landscape characterised by teachers' technological adaptation, pedagogical shifts, challenges posed by the digital divide and the pursuit of student engagement. The paper underscores the critical importance of ongoing professional development, equitable access to technology, as well as pedagogical support in shaping the future of education in South Africa and addressing broader issues of equity and inclusivity in a post-pandemic world. The insights from this research offer valuable guidance for educational policymakers, institutions and educators seeking to enhance the quality and accessibility of education in a digital age.