ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2134

Leveraging rural teaching strategies from the COVID-19 era to build resilient learning environments: A case study from South Africa

Mofokeng Sentle1, Kananga Robert Mukuna2
  1. 1 Free State Department of Education, South Africa
  2. 2 Department of Education Foundations, University of the Free State, South Africa

Abstract

This study explores how rural teachers and learners in South Africa responded to the educational challenges posed by the COVID-19 pandemic and how their adaptive strategies can inform long-term, inclusive teaching practices. Grounded in Resilience Theory and Inclusive Pedagogy, the study adopts a qualitative, interpretive phenomenological approach to explore the lived experiences of six learners and two teachers at a quintile one high school in the Maluti-a-Phofung district, Free State province. Data were collected via semi-structured WhatsApp interviews and analysed thematically. Findings highlight four key enablers of resilience: access to basic digital resources, teacher training in technology use, community and parental involvement, and learner adaptability. The study argues that grassroots strategies developed during the crisis offer valuable models for sustainable, equity-focused education in rural contexts beyond the pandemic. These insights contribute to the development of responsive, future-ready schooling systems that prioritise continuity and inclusion.

How to Cite

Sentle, M., & Mukuna, K. R. (2025). Leveraging rural teaching strategies from the COVID-19 era to build resilient learning environments: A case study from South Africa. International Journal of Studies in Inclusive Education, 2(3), 47–51. https://doi.org/10.38140/ijsie.v2i3.2134
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