Abstract
In this article, part of the special COVID-19 issue of the Journal of Education, we concentrate on digital technology as one of the core dimensions of education's pandemic-related response. As the default teaching mode during the pandemic, Online Emergency Remote Teaching evoked contentious responses about future education directions in a post-COVID world. We shed light on the role of digital technology in South African education, specifically in relation to current debates on higher education. We present an argument that supports an approach based on e-learning ecologies to pedagogy to inform teaching and learning in institutional contexts. We argue that a reflexive pedagogy-led response to digital technology holds promise for creating a systemic educational approach to promoting students' critical epistemic engagement to enable them to secure viable futures.
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