Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts
This study explores how Master of Nursing Science students navigate technology-mediated learning and institutional support, examining how digital platforms either promote or hinder equitable access in resource-limited contexts through a critical pedagogy lens. A qualitative research approach, sp...
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| Format: | Article |
| Language: | English |
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ERRCD Forum
2025-05-01
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| Series: | Interdisciplinary Journal of Sociality Studies |
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| Online Access: | https://pubs.ufs.ac.za/index.php/ijss/article/view/1761 |
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| author | Bokang Amelia Mahlelehlele Jeanette Elizabeth Maritz Gisela Hildegard van Rensburg |
| author_facet | Bokang Amelia Mahlelehlele Jeanette Elizabeth Maritz Gisela Hildegard van Rensburg |
| author_sort | Bokang Amelia Mahlelehlele |
| collection | DOAJ |
| description | This study explores how Master of Nursing Science students navigate technology-mediated learning and institutional support, examining how digital platforms either promote or hinder equitable access in resource-limited contexts through a critical pedagogy lens. A qualitative research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions involving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet connectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strategies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students experience in resource-limited contexts. The findings highlight the need for universities to transition from passive resource provision to proactive institutional engagement, ensuring structured support that fosters meaningful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education. |
| format | Article |
| id | doaj-art-9af70943a46e4dac9a0259e75f1d3aec |
| institution | DOAJ |
| issn | 2789-5661 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Sociality Studies |
| spelling | doaj-art-9af70943a46e4dac9a0259e75f1d3aec2025-08-20T03:12:54ZengERRCD ForumInterdisciplinary Journal of Sociality Studies2789-56612025-05-0151a08a0810.38140/ijss-2025.vol5.1.081727Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contextsBokang Amelia Mahlelehlele0https://orcid.org/0009-0009-9497-6568Jeanette Elizabeth Maritz1https://orcid.org/0000-0002-1051-1758Gisela Hildegard van Rensburg2https://orcid.org/0000-0003-0108-9943 University of South Africa, South Africa University of South Africa, South Africa University of South Africa, South Africa This study explores how Master of Nursing Science students navigate technology-mediated learning and institutional support, examining how digital platforms either promote or hinder equitable access in resource-limited contexts through a critical pedagogy lens. A qualitative research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions involving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet connectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strategies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students experience in resource-limited contexts. The findings highlight the need for universities to transition from passive resource provision to proactive institutional engagement, ensuring structured support that fosters meaningful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education.https://pubs.ufs.ac.za/index.php/ijss/article/view/1761accessdemocratic educationpostgraduate nursingstudents’ supporttechnology |
| spellingShingle | Bokang Amelia Mahlelehlele Jeanette Elizabeth Maritz Gisela Hildegard van Rensburg Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts Interdisciplinary Journal of Sociality Studies access democratic education postgraduate nursing students’ support technology |
| title | Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts |
| title_full | Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts |
| title_fullStr | Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts |
| title_full_unstemmed | Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts |
| title_short | Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts |
| title_sort | democratic education in technology mediated postgraduate nursing equity and access in resource limited contexts |
| topic | access democratic education postgraduate nursing students’ support technology |
| url | https://pubs.ufs.ac.za/index.php/ijss/article/view/1761 |
| work_keys_str_mv | AT bokangameliamahlelehlele democraticeducationintechnologymediatedpostgraduatenursingequityandaccessinresourcelimitedcontexts AT jeanetteelizabethmaritz democraticeducationintechnologymediatedpostgraduatenursingequityandaccessinresourcelimitedcontexts AT giselahildegardvanrensburg democraticeducationintechnologymediatedpostgraduatenursingequityandaccessinresourcelimitedcontexts |