Abstract
Information and Communication Technologies (ICTs) are the core of the digital economy and could be important catalysts for progress on the Sustainable Development Goals (SDGs), which can improve people's lives. The 2030 Agenda for Sustainable Development recognises the great potential of global connectivity to accelerate human progress. ICT has become an integral part of educational development as it enhances the efficiency and productivity of both teaching and learning of any subject. Though remarkable progress has been made in terms of access to ICT integrated education in South Africa, the issue of its reaching every rural school student and teacher has not been resolved. Against this backdrop, this paper looks at learning environments and the use of ICTs in rural schools in the Eastern Cape, a rural South African province, through an empirical quantitative study; and calls for creating sustainable learning environments through the effective implementation and use of ICTs. Data on the learning environments in Eastern Cape schools were collected from three different sources. A sample of university students and school teachers provided information on the ICT environment in schools. Government reports on ICT integrated teaching that shed light on the vision and planning of the creation of sustainable learning environments in rural education contexts, were also analysed. It is concluded that computer access and other forms of technology have dramatically increased in South Africa, however, the level of classroom utilization of technology does not correlate with this significant rise in rural schools. This calls for audacious investments to be accomplished in two major aspects: networking the classrooms with internet facilities and equipping the teachers with ICT implementation in the classrooms. Only then can sustainable learning environments in the rural schools be comprehended in the context of the Fourth Industrial Revolution (4IR) in South Africa.
Highlights
In the era of globalization, education is regarded as one of the most critical factors for maintaining competitiveness and development
This paper looks at learning environments and the use of Information and Communication Technologies (ICTs) in rural schools in the Eastern Cape, a rural South African province, through an empirical quantitative study; and calls for creating sustainable learning environments through the effective implementation and use of ICTs
Teachers in the present study indicated that the majority of rural school teachers need to be trained in ICT skills in view of the reality that the 4IR is in our faces
Summary
In the era of globalization, education is regarded as one of the most critical factors for maintaining competitiveness and development. Countries all over the world are working to modernize their education and training systems in order to keep up with the digital economy and society [1]. Education has long served as a great leveler of opportunity around the world, in every region, because it makes people realize their potential, but it contributes to their communities and the world. Education has a vital part in crafting a fair and just society, in constructing robust communities and in developing the knowledge-based economy [3]. Since attaining quality education offers the foundation for refining people’s lives and contributes to sustainable development [2]; new sustainable learning environments, with increased flexibility that connect school, home and community learning, and support learning outside the boundaries of learning spaces and beyond the conservative learning time, is required [3]. The Government Gazette No 26734 on e-education [4] asserts that education systems have an obligation to deliver on public expectations of quality education for economic growth and social development
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