The Impact of COVID-19 Lockdown on Teaching and Learning: Coping Strategies for Foundation Phase Educators in Capricorn South District – Limpopo Province

Abstract

This study examines the impact of the COVID-19 lockdown on teaching and learning in the Foundation Phase (FP) at Moonlight Primary School, a rural Quintile 1 school in Capricorn South District, Limpopo Province, South Africa. Employing a qualitative case study design, data were gathered through in-depth interviews with three FP educators, document analysis, and field notes. Findings reveal that limited technological infrastructure, inadequate access to learning materials, and insufficient digital literacy training posed major barriers to effective teaching and learning. Educators adopted low- tech coping strategies such as distributing printed materials, using phone calls and SMS to engage parents, and utilising community radio programmes to sustain learning continuity. However, persistent challenges, including the digital divide, inconsistent parental involvement, and limited institutional support, deepened educational inequalities. The study underscores the need for targeted investment in digital infrastructure, comprehensive educator training in blended learning, and decentralised support mechanisms to enhance educational equity and resilience in under-resourced rural contexts.