The Digital Divide and E-Learning Participation: A Mixed-Methods Study of Extended Curriculum Programme Students in South Africa

Technology plays a critical role in modern education by enhancing access to resources, promoting knowledge exchange, and supporting student engagement; however, disparities in digital access and literacy continue to undermine equity in developing economies. This study investigates how digital inequality influences e-learning participation among Extended Curriculum Programme (ECP) students at a South African university, a population that is particularly vulnerable in digitally stratified environments. The analysis is guided by Wei et al.’s (2011) three-level digital divide framework, which conceptualises disparities in terms of access, capability, and outcomes, and builds on recent evidence from post-pandemic South African contexts (Mateko, 2025; Zongozzi & Ngubane, 2025; Mwansa, 2025). A mixed-methods design was employed: quantitative data were gathered through purposive sampling of 226 students across the Faculties of Law, Science & Agriculture, and Management & Commerce, while qualitative insights were derived from convenience-sampled interviews. Quantitative analysis involved descriptive and inferential statistics, whereas qualitative data were thematically analysed to capture students’ lived experiences. The findings reveal persistent challenges with internet connectivity, inadequate infrastructure, and limited digital literacy, all of which restrict meaningful e-learning engagement. These disparities map clearly onto the three levels of the digital divide, disproportionately affecting marginalised students and widening existing academic inequalities. The study contributes by highlighting the urgent need for targeted institutional interventions, including affordable connectivity, digital literacy training, and inclusive pedagogical strategies, to foster resilient, equitable, and sustainable higher education systems.