Abstract
With the disruptive technological changes, a new entry-level student is emerging, characterized by an increased digital imprint and is already coined in literature as the phygital generation. Framed by Critical Pedagogy models, the awareness of this phenomenon among lecturers and support staff in a Higher Education institution (HEI) in South Africa is studied. Using an interpretative design, qualitative data were collected from a purposively selected group. Findings are that participants are aware of the change but are not prepared for contemporary trends. Evidently, students prefer to learn from microcontent. Based on the findings, this study offers critical indicators to address the gap.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
