Digital Pedagogies for Entrepreneurship Education in South Africa: Opportunities and Limitations

This research is situated in the field of entrepreneurship education in the South African higher education context. The analysis is conducted through a systematic literature review with qualitative thematic synthesis, grounded in constructivist and connectivist learning theory. Digital pedagogies provide clear opportunities for application in this field. These approaches may improve learning accessibility, flexibility and student engagement, and promote experiential and interactive learning based on constructivist principles by using tools such as learning management systems, simulations, and online collaboration platforms. Yet, the implementation of these pedagogies is still encountering numerous challenges: the persistent local digital divide, disparities in digital literacy between teachers and students, inadequate technological infrastructure, insufficient funding, and institutional barriers stemming from the lack of a comprehensive digital strategy have impeded their widespread adoption.Furthermore, while digital platforms support learning, they may not fully replicate the complexity of real-world entrepreneurial experiences, underscoring the importance of blended learning approaches. The central argument advanced in this paper is that digital technology alone cannot transform entrepreneurship education; its effectiveness depends on pedagogical integration, institutional capacity and the surrounding socio-economic context. Building on this argument, the study proposes a conceptual framework linking digital infrastructure and institutional readiness, digital capability, digital pedagogical practice and experiential entrepreneurial learning outcomes, and offers practical recommendations for improving teaching and learning practices in South African higher education.