Abstract
The increasing demand for Technical Vocational Education and Training (TVET) colleges in South Africa to align with economic growth and technological advancements has intensified, particularly post-COVID-19. The government’s White Paper on e-Education outlines a strategy to make the education system more efficient and equitable through digital transformation. This qualitative interpretive study explores the experiences of TVET students using open-ended questionnaires to gather in-depth insights into their perceptions of e-learning. Participants were purposefully selected from a predominantly rural campus, with data analysed thematically to identify critical challenges and opportunities faced in e-learning environments. The study engages with the pertinent issue, emphasising the perceived difficulties and prospects of TVET students while learning via e-learning platforms. By analysing student responses through the TAAA model, the study outlines critical factors for improving digital literacy and infrastructure, which is essential for scalable e-learning solutions in resource-limited settings. The findings derived from this qualitative interpretive study have disclosed that many obstructive elements exist, simultaneously giving rise to opportunities associated with e-learning. These findings can establish a basis for the extant body of knowledge and are recommended for the consideration of relevant stakeholders capable of addressing the challenges linked to e-learning environments in TVET college education.
Published Version
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