Challenges in Teaching and Learning during COVID-19 Pandemic on Sustainable Development Goals in South Africa (A Systematic Review)
Main Article Content
Keywords
teaching and learning, Coronavirus, COVID-19 pandemic, sustainable development goals, pedagogy
Abstract
During the COVID-19 pandemic, South Africa implemented lockdown and social distancing measures, resulting in the closure of all schools and higher education institutions in the country. Despite the challenges posed to both educators and learners, education systems have been forced to transition from traditional face-to-face pedagogical classroom methods into remote virtual platforms, which allow sustainability in the continuity of teaching and learning in traditional methods. This study adopts a systematic review approach to examine challenges in teaching and learning during and after the COVID-19 pandemic in South Africa. Evidently, the findings from the study depict that, in the wake of the pandemic, the transition in education in South Africa was hampered by educational inequality and insufficient digital literacy among instructors in many South African educational institutions. However, post-COVID-19 evidence reveals that much progress has been made as there is an increased focus on adoption training and the use of digital tools and technology. The conclusion of this study is that traditional education should be blended with online teaching and learning to achieve sustainable development goal number four.
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References
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