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Abstract

The digital transformation of higher education has reshaped teaching and learning practices, but experiences in South African universities remain diverse because of differences in technological access, digital readiness and institutional support. This systematic literature review aimed to examine students' and lecturers’ perceptions and experiences of online teaching and learning in South African tertiary institutions. The review employed studies retrieved from Google Scholar, ERIC, Scopus, and Web of Science. A total of 1253 studies from across the globe were identified and screened using Covidence, resulting in 21 South African studies meeting the inclusion criteria. The selected studies were analysed thematically to identify key patterns relating to online teaching and learning. Findings show that online learning enhances flexibility, and accessibility to educational resources. However, the review highlights the challenges, including inadequate digital infrastructure, unequal access to technology, limited digital competences, and inadequate support from institutions for both students and lecturers. The study concludes that digitalisation has transformative potential for South African higher education, but its successful implementation requires context-sensitive strategies that address technological, pedagogical and institutional barriers. The review recommends investment in digital infrastructure, continuous digital skills development and strengthened institutional support systems to promote inclusive and effective online learning.

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