Lifelong Learning among Students in the Context of COVID-19: A Case Study of the SADC Region

Abstract

COVID-19 has disrupted the process of teaching and learning across the globe, posing significant challenges to educational institutions worldwide. Some universities in the Southern African Development Community (SADC) region faced difficulties in transitioning to online learning, which adversely affected students' academic progress. The pandemic intensified the existing inequalities in the SADC region, further marginalising students from disadvantaged backgrounds and impeding their access to quality education. However, despite the adverse effects of COVID-19 on traditional contact-based learning, students managed to acquire a new set of skills necessary for navigating the digital age. Moreover, the pandemic presented opportunities for students in the SADC region to develop essential skills for participation in the mainstream economy. This study examines how COVID-19 disrupted students' academic development, and the lessons that students learnt during the pandemic in the SADC countries, with a special focus on South Africa and Zimbabwe. The study concludes by highlighting the interventions adopted by higher education institutions in the SADC region to support students in the context of COVID-19. Methodologically, this study employed secondary data analysis, including policies and existing literature. The findings reveal that students learnt new and innovative ways of studying during the pandemic. This study is underpinned by the self-directed learning theory, which emphasises the importance of self-reliance among students. An important recommendation  concerns implementing policies within SADC to promote lifelong learning among students, both during and after COVID-19. In addition, the study proposes that higher education institutions establish tech-innovation hubs on campuses, where students can interact and acquire new skills needed in the digital age.