Transitional Challenges in Technology Adoption and Continued Use in Tertiary Institutions

Abstract

The advent of technology has necessitated that tertiary institutions incorporate learning management systems tools into academia for teaching and learning activities. However, there is a slow adoption of these tools. This research study aimed to establish the challenges academics face when using technology in tertiary institutions. The technology acceptance model was used as the theoretical foundation in this study. The study utilised an interpretivist philosophy relying on a qualitative research approach using interview data with a sample of fifteen academics. Thematic analysis was used as a means of data analysis. The findings offer insights into addressing the challenges faced by academics when using technology in teaching and learning, and the role of technology in enhancing the throughput rates. Tertiary institutions’ management should support and prioritise the use of technology to enhance throughput and address the critical skills shortage in the higher education sector. The study, therefore, recommends that lecturers receive continued training as they are not technology savvy and that students be offered continued support throughout their studies at tertiary institutions.

1. Introduction

In recent years, tertiary institutions have come to appreciate the transformative power of integrating technology to enhance administration, teaching and learning [1]. However, this has had some notable challenges, such as new sets of demands and methodologies in teaching and learning, pressures to meet new requirements, changes in how lecturers and students socialise, and increased financial costs associated with new technology adoption [2].

Evidence suggests that some institutions are failing to engage their students in online learning environments due to a lack of resources to meet students’ demands and instructional disruptions [3]. Furthermore, research shows that a majority of students worldwide, especially those in rural settings, have no access to the Internet [4]. Although technology-enhanced teaching and learning are highly valued globally, many tertiary institutions in developing countries still struggle with implementing technological infrastructure [5]. Thus, the ongoing uncertainty surrounding the transition to online learning in higher education.

Interestingly, technology in higher education represents a marked shift from traditional educational paradigms, enabling institutions to overcome various challenges related to institutions, technology, teaching and learning, and society [6,7,8]. Technological advancements offer a plethora of possibilities for improving productivity and creativity. However, the new developments also bring challenges that need to be addressed to ensure long-term sustainability and efficacy of use [9,10]. Thus, the study focused on transitional challenges in the adoption of technology and continued use in tertiary institutions.

This study explores the transitional challenges that academics face in adopting and using technology in tertiary education. Grounded in the Technology Acceptance Model, the research seeks to provide a deeper understanding of the factors influencing technology adoption and continued use among academics in tertiary institutions [10,11]. Thus, this study focuses on providing insights into the role of institutional support, continuous training, and technology-driven pedagogical practices in addressing these challenges. In addition, the study seeks three things: to explore the barriers to initial technology adoption in tertiary institutions, to investigate the preparedness of academics and students to impact the effective use of technology in these institutions, and to examine the strategies to be employed to ensure the long-term sustainability and scalability of technology initiatives in higher education

2. Problem Statement

Technology has great potential to improve education in tertiary institutions, but the process of its adoption and sustained use remains problematic [1]. Several challenges arise when implementing solutions in tertiary institutions, making integrating technology into learning and administrative functions difficult. These challenges may emanate from institutional readiness, the academic community, student participation, technical capacity and policy conditions [5].

Academics often face barriers such as limited technological skills, insufficient training, and resistance to change, which hinder their ability to effectively integrate technology into their teaching practices [3]. Moreover, inadequate institutional support and infrastructural and resource constraints exacerbate these challenges, limiting the widespread use of learning management systems (LMS) and other digital tools [4,7]. Students also encounter difficulties, including limited digital literacy and lack of ongoing support, further complicating the adoption of technology in higher education [12,13].

The slow adoption of technology in tertiary institutions adversely impacts efforts to enhance academic throughput and address critical skill shortages in the workforce. While existing research has explored the benefits of educational technologies, comprehensive studies focusing on the specific transitional challenges faced by academics in adopting and continuing to use these tools are limited [7,14]. Understanding these challenges is vital for developing strategies to improve technology integration and maximise its potential benefits in higher education [3]. For this reason, identifying these transitional challenges is vital for designing strategies that promote technology adoption and integration into the learning practices within tertiary institutions.

2.1. Research Questions

What are the challenges that influence the adoption and continued use of technology by academics in tertiary education institutions?

2.2. Sub-Research Questions

• What are the barriers that hinder academics from adopting and using technology in tertiary education settings?
• How are academics and students prepared to effectively use technology for teaching and learning purposes?
• What strategies can be implemented to ensure the adoption and continued use of technology in higher education?

3. Theoretical Framework

The study employed the Technology Acceptance Model (TAM), which Davis coined in the late. Its goal is to forecast and explain why users would adopt information technology. Perceived utility (PU) and perceived ease of use (PEOU) are the two main characteristics the model proposes to influence a user’s adoption of technology [15]. TAM posits that perceived usefulness and ease of use directly influence an individual’s attitude toward using a technology, which affects their intention to use it [16]. External factors such as social influence and facilitating conditions may indirectly impact technology acceptance [17]. TAM has been widely used in different contexts, including the adoption of websites, mobile applications, software programs, and other information systems [15,16,17]. Research has proved that TAM is crucial in comprehending user behaviour and directing the development and use of technology to raise adoption and usage rates [17]. Recent studies have emphasised the need for continuous professional development to enhance academics’ technological proficiency and confidence [9].

4. Empirical Literature

4.1. Challenges Faced by Academics

Academics often encounter multiple barriers when integrating technology into teaching practices. A lack of digital skills and insufficient training programs remain significant issues, leading to reluctance to adopt new technologies [3]. Resistance to change is another commonly cited challenge, influenced by long-standing pedagogical traditions and perceptions of increased workload [1]. Furthermore, inadequate infrastructure, such as unreliable internet connectivity and limited access to hardware [18], is a challenge in developing regions [2].

Tertiary institutions face several challenges in adopting and using technology. Several studies reveal that more than half of the countries, particularly those from Africa, have insufficient information and Communication Technology (ICT) structures, poorly trained ICT personnel, weak ICT policies in education, restricted accessibility of technological resources, poor skill in innovation of digital resources, poor ability to pay for internet connection, and technology phobia [19,20,21]. Most of the challenges can be attributed to the academic capability limitation in delivering online courses.

For instance, most students and academics in higher education institutions in developing countries lack technical skills, and some of them are reluctant to use technology in their teaching [19]. In order to enhance the ability of students to solve problems within new paradigms, higher education institutions have to make use of technological facilities. Other authors have also cited social isolation from peers and declined quality of instruction compared to normal classrooms as experiences that learners have had [12]. This means that in a traditional face-to-face classroom, teachers and learners would likely rely on emotions and facial expressions. However, this may not be easily possible with virtual teaching, which is typically linked to passive learning. Some students believe that online instruction is less intellectually challenging compared to in-person instruction [4]. Nevertheless, it is worth noting that students face challenges in virtual learning environments because of limited interaction, delayed feedback, and the absence of real-time responses [1,5].

Tertiary academics are also restricted from adopting and engaging with technology due to the perceived lack of technology and pedagogical competencies and inadequate pedagogical readiness resulting from their failure to understand standard protocols for conducting virtual classes [7,8]. Therefore, the transition to online learning has brought several challenges, which can be classified under institutional and individual variables [21,22].

The study conducted by [10] highlighted some of the prevalent challenges that underprivileged institutions in South Africa faced while transitioning to online learning during the epidemic’s early days. The concerns identified included inadequate technical facilities and challenges faced by universities, lecturers, and students from underprivileged backgrounds [23,24]. Similarly, Ref. [25] revealed that technology-related challenges (hardware and software) are among the most common challenges encountered by students in online education.

Technology is an integral part of teaching and learning rather than a luxury [20]. Several factors require consideration in managing this, including the socioeconomic challenges faced by academics, students, and institutions, and cost, staff development, and computer and essential software [19]. The current usage of technology in tertiary institutions is determined not only by infrastructure and financial investment but also by the readiness of the academics and students [8]. In this context, preparedness means that these groups are willing and able to interact with the tools. Ref. [1] confirmed the reality that academic and student preparedness plays a critical role in determining the success of technology integration in educational environments, particularly in areas such as teaching strategies, learning achievements, and overall organisational effectiveness.

Academic staff, being the key agents of teaching and learning, have a central role in leveraging technology for learning [3]. Students’ and lecturers’ beliefs about technologies and concerns for adaptability determine how or whether technology is incorporated into classrooms. A study by [26] also confirms that students with poor or reluctant attitudes towards technology use may reduce the efficacy of digital learning technologies applied in their academic work. Resistance may result from uncertainty or a belief that technology lowers the effectiveness of conventional teaching approaches or adds more tasks. This reluctance can lead to suboptimal usage of available resources, thereby reducing the likelihood of exploiting educational technology. Moreover, to integrate these technologies effectively, academic staff require technological competency and knowledge of how to apply these technologies to achieve their educational objectives [21].

In their review of the state of academic scholarship, Ref. [2] argue that this challenge may be a result of a lack of initial training among academics or a lack of support, making it difficult for them to integrate technology into learning properly. Furthermore, professional development plays an important role in enhancing academic preparedness and lecturer performance. Ref. [18] have also suggested that institutions that provide more training and development to the staff tend to achieve higher success rates in technology adoption.

4.2. Role of Technology in Enhancing Throughput Rates

Educational technologies can significantly enhance throughput rates by improving student engagement and academic performance [27]. LMS tools enable personalised learning experiences, allowing students to learn at their own pace while accessing diverse learning materials [27,28]. Moreover, technology facilitates timely feedback and supports collaborative learning, contributing to improved academic outcomes [29].

While substantial research has been conducted on technology adoption, there remains a lack of focus on the transitional challenges faced by academics during the initial stages of integration [29]. Most studies emphasise the benefits of technology rather than exploring the barriers and institutional shortcomings that affect its adoption [12]. Addressing these gaps is essential for developing strategies to support academics and students in maximising the potential of educational technologies [30].

5. Research Methodology

The study employed a qualitative research approach to explore the challenges faced by academics in adopting and using technology in tertiary institutions. A qualitative approach is suitable for this research because it facilitates an in-depth understanding of participants’ experiences, perceptions, and the contextual factors influencing their interaction with technology [31,32,33]. The study used a purposive sampling method, a non-probability sampling technique. The participants were considered to be ‘knowledge-rich’ and offered insights into the challenges of transition related to the use of technology in South African tertiary institutions during the implementation process and continuous usage. The goal was to focus mainly on the characteristics of the sample, namely specialists in higher education.

The following positions in the academic context were used to identify key participants: assistant lecturers, senior assistant lecturers, lecturers, senior lecturers, professors, and senior professors. The study targeted fifteen academics from a rural university in the Eastern Cape Province of South Africa. Another demographic consideration was the selection of participants from the Eastern Cape to minimise the costs of transport. The study applied the following inclusion and exclusion criteria to choose participants: be an academic professional, have at least four years of experience in tertiary education, and have ever used new technologies to facilitate teaching and learning at higher education [34].

5.1. Data Collection and Data Recording

Data was collected over one month through semi-structured interviews. This provided flexibility for participants to share their experiences while allowing the researcher to probe for deeper insights [31,32,33,34]. The interview questions were designed based on the constructs of the Technology Acceptance Model, focusing on perceived usefulness, perceived ease of use, and external factors affecting technology adoption. Each interview lasted approximately 10–15 min and was audio-recorded with the participants’ consent.

In all, 15 academics were recruited to voluntarily participate in the study. This made using a qualitative research approach guided by the study objectives and research questions possible. Semi-structured interviews, where the participants responded to set questions, were used to achieve all of this.

5.2. Trustworthiness of Data

To ensure the trustworthiness of the findings, the study followed the criteria of credibility, transferability, dependability, and confirmability [31]. To enhance credibility, the study employed member checking, a process whereby participants were given the opportunity to review their transcribed interview responses. This allowed them to confirm the accuracy of the data and clarify or elaborate on any points they felt were misrepresented or incomplete. Through involving participants in the validation of their own data, the study reduced the likelihood of researcher bias and strengthened the authenticity of the findings [35].

Transferability was supported by providing rich, thick descriptions of the research context, participant demographics, and data collection procedures. Detailed information about the setting, institutional environment, and participant roles allows readers to assess the extent to which the findings may be applicable to similar contexts [26]. This approach helps bridge the gap between the study environment and other potential settings, thereby enhancing the usefulness of the results beyond the immediate case.

Dependability was ensured by maintaining a comprehensive audit trail that documented all phases of the research process. This included detailed records of the research design, data collection procedures, interview protocols, changes made during the study, and rationale for methodological choices. Through tracking these decisions systematically, the study allows other researchers to follow the process and assess its consistency and reliability over time.

To establish confirmability, the audit trail also included reflexive notes and data analysis records. These records demonstrate how findings emerged from the data rather than from researcher bias or assumptions. Furthermore, the use of direct quotations from participants provides a clear link between the raw data and the interpreted results, reinforcing the objectivity and neutrality of the study [34,35].

5.3. Data Analysis

According to [36], the coding of the responses is significant as it refines interpretations of the interviews and helps summarise and synthesise the collected data. After analysing participant understandings individually and evaluating participant experiences to generate themes, the researchers used thematic analysis to comprehend participant understandings [34,35,36,37]. After going back to the original data and comparing individual experiences, the themes were created following the six processes recommended by [36], as indicated in

Table 1. Phases of thematic analysis.

Phase	Description
1. Familiarising yourself with your data	Actively reading and re-reading data to obtain an overall understanding.
2. General initial codes	Noting important aspects of data.
3. Searching for themes	Identify codes and form codes into themes.
4. Reviewing themes	Relating the themes to codes and the entire data set.
5. Defining and naming themes	Producing clear definitions and names for themes.
6. Producing the report	Final analysis of themes relating to the initial research question.

Source: [36].

below. Thus, they use thematic analysis. This was used to understand academia’s perception of the temporary issues in technology adoption and continued usage in universities [38]. The patterns in the data could easily be recognised and examined [39].

5.4. Ethical Considerations

The research was conducted in an ethical manner. Ethical approval was obtained from the participating universities. The researchers guaranteed privacy, confidentiality and anonymity [33]. The researchers also followed other ethical standards, such as voluntary participation, withdrawal options at any time if desired, and informed consent protocols [38].

5.5. Participant Description

There were 15 participants for this study. Seven of the participants had over eight years of experience in academia, while ten of the participants were female. The age ranges from 25 to 45 years. The majority (9) fall within the 26–35 age group, while 6 belong to the 36–45 age range. In terms of academic rank, 7 are Senior Lecturers, and 8 are Lecturers. The years of experience in academia vary, with the most experienced having 17 years and the least having 4 years. Among Senior Lecturers, experience ranges from 4 to 17 years, whereas Lecturers have between 4 and 12 years of experience.

As illustrated in

Table 2. Demographic characteristics of participants.

Interviewee	Gender	Age Group	Speciality	Years of Experience in Academia
1	Male	36–45 years	Senior Lecturer	15 years
2	Male	36–45 years	Senior Lecturer	12 Years
3	Female	26–35 years	Lecturer	4 years
4	Female	26–35 years	Lecturer	4 years
5	Male	26–35 years	Senior Lecturer	7 years
6	Female	36–45 years	Senior Lecturer	13 Years
7	Male	36–45 years	Senior Lecturer	17 years
8	Female	26–35 years	Lecturer	4 years
9	Female	25–35 years	Lecturer	6 years
10	Female	25–35 years	Lecturer	6 years
11	Female	26–35 years	Lecturer	12 years
12	Female	26–35 years	Senior Lecturer	5 years
13	Female	36–45 years	Lecturer	4 years
14	Female	36–45 years	Senior Lecturer	9 years
15	Male	26–35 years	Senior Lecturer	4 years

Source: Author’s creation.

, the dataset consists of 15 interviewees, comprising 5 males and 10 females

6. Findings

6.1. Themes and Narratives

This section illustrates themes and narratives found from the analysis of the data gathered from participating academics. Three main findings emerged from the study, which was informed by the thematic analysis conducted. First, the participants narrated a lack of preparedness for online learning. Secondly, they raised digital divide and accessibility issues, and thirdly, challenges in e-learning support and implementation

6.2. Lack of Preparedness for E-Learning

Participating in academics expressed that the transition to online learning revealed significant levels of unpreparedness among students and lecturers. Students, especially those from disadvantaged backgrounds, lack devices, internet connectivity, and data, making participation in online learning challenging. Many students are not familiar with online learning platforms and struggle to adapt to online learning. Similarly, lecturers are accustomed to face-to-face teaching and require training to effectively use technologies like Blackboard, Moodle, and Microsoft Teams. This lack of readiness causes some challenges in teaching and learning that impact the overall learning experience. Online learning is overwhelming students, as many are unprepared for the demands of virtual learning, leading to difficulties in adjusting to the new mode of education. These sentiments are shared by participant 1, participant 3 and participant 6 in the respective excerpts below:

“Students are unprepared for the transition to e-learning, which leads to a sense of shock and confusion. Many lack the necessary digital skills and access to resources, making it difficult to adapt. This unpreparedness results in frustration and disengagement in online learning.”

[Participant 1]

“Lecturers and students are not technologically savvy, causing delays and inefficiencies in using online learning.”

[Participant 3]

“Transitioning from Blackboard to Moodle creates confusion and setbacks.”

[Participant 6]

In fact, students from disadvantaged backgrounds face significant challenges due to a lack of access to essential devices and reliable internet connectivity, highlighting the digital divide in education. This was pointed out in the assertion below:

“Many students come from disadvantaged backgrounds, which significantly hinders their ability to engage in e-learning. Without access to proper devices such as laptops or tablets, they struggle to participate effectively in online classes. Additionally, the high cost and limited availability of data further restricts their learning opportunities, intensifying the digital divide.”

[Participant 2]

Navigating online learning platforms like Blackboard Collaborate proved challenging for students unfamiliar with digital tools, slowing their ability to engage effectively with academic content. One of the participants contributed the following:

“Adapting to the e-learning platform, such as Blackboard, is difficult for students. Many students are unfamiliar with e-learning platform features, struggling with navigation, submitting assignments, and accessing learning materials. This lack of technical proficiency creates frustration and delays in their academic progress, requiring additional support and training to ease the transition”

[Participant 9]

Limited computer literacy among both students and lecturers created barriers to smooth implementation and progress in e-learning, emphasising the need for training and support. Participant 4 had to say the following message:

“The lack of computer literacy among students and lecturers hinders progress. Many students struggle with basic digital skills, making it difficult to navigate online platforms, complete assignments, and engage effectively in virtual classes. Similarly, some lecturers face challenges in utilising digital tools, impacting the overall efficiency and delivery of online learning”

[Participant 4]

Many students lack access to technology and stable internet connections, making e-learning inaccessible and deepening inequities in education. One of the participants noted:

“Most students are unprepared for e-learning and lack access to technology and stable internet. Many lack access to essential technology, such as laptops or tablets, making it difficult to engage with online learning materials. Additionally, unstable internet connections further compound these issues, disrupting their ability to attend virtual classes and complete assignments effectively”

[Participant 7]

The lack of technological skills among lecturers and students causes inefficiencies and delays, demonstrating the need for targeted capacity-building initiatives.

The transition to e-learning was not smooth due to lectures and students’ failure to adjust, lack of digital skills, and failure to access technology and stable internet. Students and some instructors struggled to manage tools like Blackboard, which hindered learning. The challenges show that there must be digital training and institutional support for successful e-learning implementation.

The transition to e-learning highlighted significant challenges that highlighted the need for better preparation, equitable access to technology, and enhanced digital literacy. Both students and lecturers faced difficulties navigating unfamiliar platforms and adapting to new tools, often exacerbated by a lack of proper devices, unstable internet connections, and varying levels of technological proficiency. For students from disadvantaged backgrounds, these issues were even more pronounced, creating barriers that hindered their ability to fully engage in online education. The digital divide became a major factor, deepening existing inequalities and highlighting the critical importance of providing adequate training, resources, and support to ensure that all learners can thrive in a digital learning environment. Addressing these challenges requires a comprehensive, inclusive approach to e-learning that not only focuses on the technical aspects but also fosters a supportive infrastructure for all students and educators.

6.3. Digital Divide and Accessibility Issues

The digital divide was evident as students and lecturers faced significant technological access challenges. Students often lacked laptops or used low-quality devices incompatible with the online learning platforms. Connectivity issues, particularly in rural areas, compounded these problems. Data availability is inconsistent, with some students climbing trees or mountains to access the internet. These disparities highlight inequities in access to technology, exacerbating challenges in online learning.

Students from disadvantaged backgrounds are facing significant barriers to online learning due to a lack of devices, preventing them from fully engaging in online education. The excerpt below explains what the participants had to say:

“Many students came from disadvantaged backgrounds and lacked proper devices to connect online. The lack of proper devices, such as laptops or smartphones, prevented them from accessing online classes, course materials, and completing assignments, further widening the educational gap. Limited access to technology created significant barriers to their academic progress in the e-learning environment”

[Participant 4]

“Students from poor social backgrounds face significant barriers in accessing online learning due to the high cost of data. Many were unable to afford the necessary data bundles, which limited their ability to attend virtual classes, access course materials, and engage in online discussions. This financial constraint further marginalised these students, hindering their academic participation and progress.

[Participant 12]

While widely used, mobile phones are unsuitable for online learning tasks like attending lectures or completing assignments, limiting students’ ability to participate effectively. A concerned participant stated below:

“Many students use mobile phones, which are not suitable for online learning. Mobile phones, due to their small screens and limited functionality, made it challenging for students to fully engage with course materials, complete assignments, and navigate e-learning platforms.”

[Participant 2]

Many students lack the technical skills needed to use devices effectively or perform basic tasks, such as sharing documents online, impeding their ability to collaborate. One of the participants noted:

“Students often do not use devices effectively or understand how to share documents online. They often lack the necessary skills to navigate digital platforms and share documents online, leading to delays in submitting assignments. This lack of proficiency creates additional challenges in adapting to the e-learning environment and hinders their academic progress”

[Participant 1]

Providing laptops and data became critical to ensure all students could access and interact on digital platforms, addressing significant access inequalities. However, these laptops were not compatible with the systems used by the university. These sentiments were shared by participant 8 and participant 9 in the respective excerpts below.

“There is a need to provide laptops and data to ensure students can interact online. Without access to proper devices and sufficient data, many students are unable to participate in virtual classes, access course materials, or complete assignments. Providing these resources would bridge the digital divide and enable more equitable participation in the e-learning environment.”

[Participant 8]

In addition to the above findings, poor internet infrastructure in rural areas severely limited students’ ability to participate in online learning, thus calling for improved network coverage. This undoubtedly disrupted online learning and created inequalities in access to education. These sentiments were shared by participant 7 and participant 14 in the respective excerpts below;

“Poor internet connectivity, particularly in rural areas, further hinders participation in e-learning. Many students face frequent disruptions and are unable to access online platforms altogether due to unreliable or slow internet connections. This technological barrier exacerbated the challenges of remote learning, limiting students’ ability to attend lectures, access materials, and engage with their coursework effectively”.

[Participant 7]

“Network connectivity issues, especially in rural areas, are making online learning extremely difficult for many students. Unreliable or slow internet connections pre-vented them from accessing lectures, submitting assignments, and fully engaging with course materials. These connectivity challenges create significant barriers to effective participation in e-learning, widening the educational divide between urban and rural students.”

[Participant 14]

6.4. Challenges in E-Learning Support and Implementation

This theme captures the challenges in e-learning support and implementation that hinder the effective rollout of e-learning. While some support measures were introduced, issues such as low-quality resources and poor logistics limited their impact.

“Laptops provided by the university are of low quality and incompatible with the systems, further limiting accessibility.”

[Participant 9]

Data shortages and unstable network connectivity disrupt students’ attendance in virtual lectures, hampering their progress and participation. These sentiments are shared by participants 6 and 15 in the respective excerpts below:

“Students struggle with data availability and network connectivity, which affects their ability to attend lectures online. Limited or expensive data plans, along with unstable internet connections, often prevent them from joining virtual classes, accessing learning materials, or participating in online discussions. Lack of reliable connectivity creates barriers to their academic engagement, causing delays and disruptions in their learning process”

[Participant 6]

“Data distribution by the institution is irregular.”

[Participant 15]

The shift to e-learning exposes numerous challenges that underscore the need for a more robust, inclusive approach to digital education. Both students and lecturers faced substantial hurdles, including unfamiliarity with new platforms, inadequate digital skills, and limited access to necessary technology and reliable internet. These issues were particularly acute for students from disadvantaged backgrounds, where the lack of essential devices and high data costs further deepened the digital divide. The difficulties experienced during this transition highlight the importance of providing comprehensive training and support to both students and educators, ensuring they are equipped with the necessary tools and skills to succeed in an online learning environment. Ultimately, a focus on equitable access, digital literacy, and institutional support is crucial to overcoming these barriers and ensuring that e-learning becomes an effective and accessible option for all.

7. Discussion

The study aimed to establish the challenges faced by academics when using technology in tertiary institutions. Results obtained from this study have shown that the application of digital approaches in education brings great challenges for the transition to technology-enhanced teaching and maintenance of these digital technologies. The benefits of using technology to solve problems in higher education are clearly spelt out: increased access to resources, more effective teaching, and more efficient administrative processes, but the path is not straightforward. Technology adoption is generally faced with significant technological, organisational, financial and human challenges, which require a holistic approach for the common good and continued use of technology.

7.1. Technological Challenges and Infrastructure Limitations

One of the most significant barriers to successful technology adoption in tertiary institutions is the availability of adequate technological infrastructure. Recent studies have shown that many institutions, particularly in developing regions, continue to struggle with limited access to high-speed internet, up-to-date hardware, and adequate cybersecurity measures [1,5,38]. Furthermore, Ref. [19] highlights how universities in rural areas face severe technological limitations, hindering their ability to effectively implement online learning platforms and other digital tools.

Moreover, the rapid pace of technological advancement makes it difficult for institutions to keep up with the constant need for upgrades. Ref. [25] notes that technology that was cutting-edge five years ago may no longer meet the needs of modern education. This constant evolution requires institutions to invest in the initial infrastructure and regular updates to ensure compatibility and functionality [17,24].

To address these challenges, institutions must develop long-term strategic plans that include scalable and flexible technological solutions. Cloud-based platforms, for example, offer a more scalable alternative to traditional on-site servers, allowing institutions to adjust capacity as needed without significant additional investments [40]. This can help institutions avoid the issue of outdated systems while ensuring that they remain adaptable to future changes.

7.2. Organisational Resistance and Change Management

Resistance to change is a major hurdle in the transition to technology-enhanced education. Faculty members, administrators, and even students may be resistant to adopting new technologies due to perceived threats to their established routines, pedagogies, or job roles. As [16] noted, academic staff unfamiliar with digital tools may view technology as a burden rather than a facilitator of teaching and learning.

This resistance is often linked to a lack of digital literacy or confidence in using new systems [8]. Studies have found that even when technological resources are made available, their adoption may remain low if faculty members do not feel adequately trained or supported [10,22,41]. Furthermore, traditional academic environments prioritising face-to-face interaction may be slow to embrace online and blended learning models, perceiving them as less effective than in-person instruction [15].

To overcome this resistance, institutions must prioritise change management strategies that focus on training, communication, and support. According to [23], providing continuous professional development opportunities for faculty is essential for fostering a positive attitude toward technology. Institutions should also encourage collaboration between departments to share best practices and experiences, creating a culture of innovation and continuous improvement [21].

7.3. Digital Literacy and the Digital Divide

The level of digital literacy among students plays a crucial role in successfully adopting and using technology [5,14,16]. While younger students may be more familiar with digital tools, many still lack the specific skills needed to navigate complex online learning environments effectively. On the other hand, faculty, particularly those who have spent most of their careers in traditional settings, may struggle to integrate technology into their teaching methods [5,16]. The digital divide gaps in access to technology based on socioeconomic status or geographic location further exacerbate these challenges [5,14]. In a global study,

Ref. [4] found that students from low-income backgrounds or rural areas were less likely to have access to reliable internet and devices, placing them at a disadvantage compared to their more affluent peers. This disparity not only affects students’ ability to participate in online learning but also their overall academic performance and engagement [38]

To mitigate the digital divide, institutions must implement comprehensive digital inclusion strategies [16,21]. Providing students with access to affordable devices, offering financial assistance for internet connectivity, and incorporating digital literacy training into the curriculum are essential steps toward levelling the playing field [21,30]. Furthermore, institutions should invest in support systems such as technical help desks and peer mentoring programs to assist both students and academics in navigating digital tools [40].

7.4. E-Learning Support and Implementation

The study reveals critical barriers to effective e-learning support and implementation, particularly in relation to infrastructure, resource quality, and logistical execution. Participants reported that the devices provided by the institution were often of poor quality and incompatible with essential learning platforms, limiting their usefulness. This aligns with [16], who stress that digital inclusion requires not just access but functionality and reliability of technology. Additionally, irregular data provision and unstable internet connectivity severely disrupted students’ participation in virtual learning, echoing [17]’s assertion that consistent internet access is fundamental for meaningful online education. These challenges particularly impact students from rural and disadvantaged backgrounds, exacerbating existing educational inequalities.

Beyond infrastructure, the findings point to institutional shortcomings in the planning and delivery of e-learning support. Despite intentions to assist students, the lack of coordination and timely communication hinders the impact of such efforts. This reflects [38] findings that institutional responsiveness is key to successful e-learning. Furthermore, [27] argues that sustainable e-learning requires a multidimensional strategy that integrates technology, learner support, and continuous evaluation components, largely missing in this context. Addressing these gaps calls for a more strategic, inclusive, and learner-centred approach to ensure all students can fully engage with digital education.

8. Recommendations

Technology initiatives cannot be sustained without committed leadership at all levels. Tertiary leaders should clearly communicate how technological innovation aligns with broader institutional goals. They must foster a culture that is open to change and promotes innovation among staff and students.

Another important factor to consider is how management bridges the digital divide. Institutions must provide equal access to technology for every student, regardless of their background. This includes offering the necessary hardware, internet access, and technical support, along with digital literacy programs to help underprivileged students. Institutions should also build cost-effective, scalable infrastructure with cloud-based systems and platforms that can easily expand as enrollment grows. Working with technology providers for financial and expert support can help institutions stay up to date without overburdening their budgets.

9. Limitations of the Study and Directions for Future Research

The study aimed to identify the difficulties higher education academics face in using technology. One key limitation of this study is the relatively short duration of the interviews, with each session lasting approximately 25 min. Given that interviews were the sole data collection method, this limited timeframe may have constrained the depth of responses and restricted the opportunity to explore emerging themes comprehensively. As a result, some insights may have remained underdeveloped, potentially affecting the richness of the qualitative data. The findings are primarily applicable to traditional universities because the sample consisted of academics from traditional universities in the Eastern Cape Province of South Africa. Future studies could expand to survey academics across South Africa to strengthen the theoretical foundation for understanding these challenges. The findings may also be relevant to universities in other developing nations within the Southern Africa Development Community.

10. Conclusions

The transition to technology-enhanced education in tertiary institutions presents both significant opportunities and complex challenges. While digital tools have the potential to revolutionise teaching, learning, and administrative functions, their successful adoption and continued use depend on addressing a variety of interrelated challenges. These include inadequate technological infrastructure, institutional resistance to change, financial constraints, and disparities in digital literacy among academics and students. Institutions must adopt a holistic approach that considers the immediate technical needs and the broader organisational and cultural shifts necessary for sustainable integration.