Investigating Emerging Technologies for Curriculum Delivery in a Rural South African University through the Lens of Diffusion of Innovation

Abstract

This study explores the access and adoption of emerging technologies for curriculum delivery in a rural South African university through the diffusion of innovation lens. It explores how first-year undergraduate students at the selected rural university experience the integration of digital tools into their learning experiences. Located in the rural higher education context, the research focuses on the interplay between the access of emerging technologies and the persisting digital divide. Qualitative design data collection was done using semi-structured interview questions with 20 students from four faculties, namely Education; Humanities and Social Sciences; Science and Agriculture; and Commerce and Law. The study adopts Diffusion of Innovation Theory as the theoretical framework that underpins how learners encounter, adopt and interpret technological innovations for curriculum delivery. Results reveal patterns of adoption based on the constraints of limited digital infrastructure, old devices, and a non-existent support structure. Part of the students’ comments included dependency on informal peer learning, with frustration dealing with inconsistent connectivity and training access. This interaction is also urgent for context-specific technology orientation programs and needs for strategic infrastructure development and pedagogical models which are inclusive and sensitive to rural realities in the fight to narrow the digital divide.