Systemic barriers to academic success among historically disadvantaged students: a qualitative case study at a South African university

Background South African universities have expanded access for historically disadvantaged students (HDS), yet persistent inequalities continue to shape academic success. Empirical evidence remains limited on how institutional, socio-economic, and pedagogical factors intersect to influence epistemic access within historically disadvantaged institutions. Methods This study employed a qualitative case study design at a public South African university. Semi-structured interviews were conducted with 25 participants, including undergraduate students ( n = 14), academic staff ( n = 4), and support staff ( n = 7) between 01 June 2022 and 30 October 2025. Participants were purposively sampled. Interview data were transcribed verbatim and analysed using reflexive thematic analysis. Results The analysis identified four interrelated themes: (1) academic under-preparedness linked to unequal schooling backgrounds; (2) persistent financial precarity extending beyond formal financial aid; (3) digital exclusion exacerbated by blended learning modalities; and (4) uneven institutional capacity to support curriculum transformation and student support services. These factors collectively constrained students’ epistemic access and academic progression. Conclusions The findings demonstrate that widening access alone is insufficient to ensure student success. Structural inequalities embedded within academic, financial, and digital systems continue to shape educational outcomes. Addressing these constraints requires institutionally coordinated interventions that extend beyond financial aid to include academic development, digital inclusion, and staff capacity building. The study contributes qualitative evidence to debates on higher education inequality in the Global South.