The Understanding of Psychological Challenges Facing South African School Learners In the 21st Century: A Visual Explanatory Approach

Abstract

The 21st century has brought rapid social, technological, and economic changes that have reshaped the educational landscape worldwide. Within this context, South African school learners face a multifaceted psychological challenge that significantly impacts their well-being and educational outcomes. These challenges are shaped by the unique sociocultural context of South African societies marked by historical inequalities, cultural diversity, and socioeconomic disparities. Thus, this study aimed to explore the understanding of the psychological challenges facing South African learners in the 21st century through the visual explanatory research design. To develop effective interventions and support systems, the study employed a qualitative research approach from the interpretive paradigm perspective to explain the researched issue textually and visually through its participants’ perspectives. The research context and the participants were purposefully and conveniently selected from two secondary schools in the Kwa-Zulu Natal province of South Africa. Besides, the study utilised the focus group discussion and drawing as a visual explanatory approach to generate data. Further, thematic data analysis was used to assign codes and themes. The findings indicate that South African learners are negatively impacted by the psychological challenges that come with the advancement of technology in the 21st century. This study suggests that both parents and the teachers must understand that technology brought both pros and cons to young generations; thus, guidance and restrictions should be employed in the use of technological devices for the benefit and well-being of these learners.

Keywords: 21st Century; psychological challenges; South African school; learner, visual explanatory approach

References

Adonis, C. K., & Silinda, F. (2021). Institutional culture and transformation in higher education in post-1994 South Africa: A critical race theory analysis. Critical African Studies, 13(1), 73-94. https://doi.org/10.1080/21681392.2021.1911448

Ajani, O. A. (2023). Challenges of school resources management for curriculum delivery in South African Rural High Schools: Principals' perceptions on the way forward. International Journal of Research in Business and Social Science (2147-4478), 12(6), 275-285. https://doi.org/10.20525/ijrbs.v12i6.2709

Ajimudin, F., & Mukuna, K. R. (2023). Psychological challenges facing grade 7 learners in mathematics classes at schools in the Frances Baard district, Northern Cape. International Journal of Studies in Psychology, 3(2), 53-62. https://doi.org/10.38140/ijspsy.v3i2.934

Bechtel, W., & Wright, C. D. (2019). What is psychological explanation? In The Routledge companion to philosophy of psychology (pp. 113-130). Routledge.

Braun, V., Clarke, V., & Hayfield, N. (2023). Thematic analysis: A reflexive approach. SAGE Publications.

Feng, Y., Hu, J., Afshan, S., Irfan, M., Hu, M., & Abbas, S. (2023). Bridging resource disparities for sustainable development: A comparative analysis of resource-rich and resource-scarce countries. Resources Policy, 85, 103981. https://doi.org/10.1016/j.resourpol.2023.103981

Flick, U. (2019). The concepts of qualitative data: Challenges in neoliberal times for qualitative inquiry. Qualitative Inquiry, 25(8), 713-720. https://doi.org/10.1177/1077800418809132

Harrison, C., Loxton, H., & Somhlaba, N. Z. (2021). Stress and coping: considering the influence of psychological strengths on the mental health of at-risk South African adolescents. Childcare in Practice, 27(1), 72-86. https://doi.org/10.1080/13575279.2019.1604492

Hripcsak, G., Schuemie, M. J., Madigan, D., Ryan, P. B., & Suchard, M. A. (2021). Drawing reproducible conclusions from observational clinical data with OHDSI. Yearbook of Medical Informatics, 30(01), 283-289. https://doi.org/10.1055/s-0041-1726481

Johannesson, E., Ohlson, J. A., & Zhai, S. W. (2023). The explanatory power of explanatory variables. Review of Accounting Studies, 1-31. https://link.springer.com/article/10.1007/s11142-023-09781-w

Kanyopa, T. J. (2022). Understanding and enhancing learner integration in a selected ex-Model C School [Doctoral thesis]. University of KwaZulu-Natal, Durban, South Africa. https://ukzn-dspace.ukzn.ac.za/handle/10413/22312

Kanyopa, T. J. (2023). Exclusion, diversity and inclusion. In D. Hlalele & T. M. Makoelle (Eds.), Inclusion in Southern African education. Cham: Springer. https://doi.org/10.1007/978-3-031-43752-6_1

Kanyopa, T. J., & Hlalele, D. J. (2021). The learning experiences of learners transitioning from rural and township schools to ex-Model C schools. The Independent Journal of Teaching and Learning, 16(1), 96-114. https://hdl.handle.net/10520/ejc-jitl1-v16-n1-a9

Khahro, S. H., & Javed, Y. (2022). Key challenges in 21st century learning: a way forward towards sustainable higher educational institutions. Sustainability, 14(23), 16080. https://doi.org/10.3390/su142316080

Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.

Magabane, D. C. (2021). An exploration of strategies used by schools to cope with indiscipline: A case of rural secondary schools in Limpopo Province, South Africa [Doctoral dissertation]. University of Limpopo, Limpopo,SouthAfrica.http://ulspace.ul.ac.za/bitstream/handle/10386/3654/magabane_dc_2021.pdf?sequence=1

Marino, M. T., Israel, M., Vasquez III, E., Fisher, K. M., & Gallegos, B. (2018). Teaching and learning with technology. The Wiley International Handbook of Educational Foundations, 245. https://doi.org/10.1002/9781118931837

Mofokeng, P. S. (2023). Effects of COVID-19 on Learners’ Well-being in a Rural High School District. International Journal of Studies in Psychology, 3(2), 11-17. https://doi.org/10.38140/ijspsy.v3i2.921

Morgan, H. (2022). Understanding thematic analysis and the debates involving its use. The Qualitative Report, 27(10), 2079-2090. https://doi.org/10.46743/2160-3715/2022.5912

Pillay, K., & Prinsloo, T. (2021). Using the diffusion of innovation theory to explain foundation phase teachers’ perceptions of online zoom classes during a pandemic–A case of a South African Private School. In Innovative Technologies and Learning: 4th International Conference, ICITL 2021, Virtual Event, November 29–December 1, 2021, Proceedings 4 (pp. 521-532). Springer International Publishing.https://link.springer.com/chapter/10.1007/978-3-030-91540-7_53

Prosek, E. A., & Gibson, D. M. (2021). Promoting rigorous research by examining lived experiences: A review of four qualitative traditions. Journal of Counseling & Development, 99(2), 167-177. https://doi.org/10.1002/jcad.12364

Sarbini, S. (2023). Challenging ethics and moral education in the age of technology among student in Bandung. Edukasi Islami: Jurnal Pendidikan Islam, 12(03). http://dx.doi.org/10.30868/ei.v12i03.4215

Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.

Van Niekerk, R. L., & van Gent, M. M. (2021). Mental health and well-being of university staff during the coronavirus disease 2019 levels 4 and 5 lockdowns in an Eastern Cape university, South Africa. South African Journal of Psychiatry, 27. http://www.sajp.org.za/index.php/sajp/pages/view/policies#part_4

Vaughn, L. M., & Jacquez, F. (2020). Participatory research methods–Choice points in the research process. Journal of Participatory Research Methods, 1(1). https://doi.org/10.35844/001c.13244

Walton, E., & Engelbrecht, P. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, 1-19. https://doi.org/10.1080/13603116.2022.2061608

Wills, G., & Hofmeyr, H. (2019). Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. International Journal of Educational Research, 98, 192-205. https://doi.org/10.1016/j.ijer.2019.08.001

Zammit, L. (2023). Teaching Ethics in the Age of Technology: Promoting the ethical use of technology in maltese secondary schools (Doctoral dissertation, UCL (University College London). https://discovery.ucl.ac.uk/id/eprint/10167592

Zwane, N. P., & Mukuna, K. R. (2023). Psychosocial factors influencing the academic performance of students at a rural college in the Covid-19 era. International Journal of Studies in Psychology, 3(1), 6-12. https://doi.org/10.38140/ijspsy.v3i1.897