Abstract
Limited access to devices, internet connectivity, and unfamiliarity with digital tools hinder academic engagement among first-year university students in South Africa. This study, conducted at the University of Johannesburg (UJ), examines the implementation of the Equitable Human-Centred Design (EHCD) framework as a design-led response to the platform-level and experiential dimensions of the digital divide. The EHCD framework, developed as an outcome of this study and grounded in principles from human-centred design, activity theory, design thinking, pragmatism, and equity-driven design, supports the creation of inclusive interventions by centring user participation, collective needs, and iterative problem-solving within real-world constraints.
Employing a mixed-methods approach, the study involved 201 online survey respondents, 24 in-depth individual interviews (both online and in-person), and a focus group with eleven participants and an external moderator (in-person), all of whom were stakeholders within the academic environment at UJ. This data collection generated context-specific insights into participants’ reported digital experiences, skills, and barriers to access.
The findings informed the co-creation of a learning management system prototype and associated student-centred interventions intended to support digital access and engagement. By responding to reported disparities in connectivity, device access, and technological barriers, the study developed practical, student-centred solutions tailored to students’ contexts in both digital and physical terms.
The resulting technological and physical interventions indicate the potential of inclusive design practices to support student engagement and well-being. However, the study did not measure changes in academic performance over time. This study offers evidence-based recommendations to advance digital equity, inform institutional policies, and support the development of higher education environments that are accessible, inclusive, and responsive to the needs of all learners in the digital age.