Abstract
This study examines the impact of the COVID-19 lockdown on teaching and learning in the Foundation Phase within the Capricorn South District of Limpopo Province, South Africa. It explores how educators and learners were affected by the unprecedented disruption to education, particularly in under-resourced contexts. The research addresses challenges such as adapting to online learning, exacerbated educational inequalities, and the absence of clear support strategies during crises. Guided by Digital Divide Theory, this qualitative case study draws on in-depth interviews with six Foundation Phase educators from two contrasting schools (one well-resourced, one under-resourced), alongside document analysis and field notes. Findings reveal that educators employed WhatsApp, phone calls, printed materials, and community radio to sustain learning. However, limited digital literacy, unequal access to technology, insufficient institutional support, and reliance on parental involvement hindered effectiveness- especially in rural settings. While Quintile 5 educators faced pedagogical challenges, Quintile 1 educators encountered severe resource constraints, deepening disparities. The study recommends targeted teacher training, equitable digital infrastructure, decentralised support systems, and strengthened parental engagement to build a more resilient and inclusive education system.