Kwachou, MoniqueMokoena, Lehlohonolo Gibson2024-02-052024-02-052023http://hdl.handle.net/11660/12356Dissertation (MDS (Development Studies))--University of the Free State, 2023South Africa remains one of the most unequal societies in the world. Higher education has been adopted as one of the key tools to dismantle inequalities and promote social justice in South Africa. The global Covid-19 pandemic saw universities move online to complete the academic year. The adoption of e-learning meant a new terrain for all students from different socio-economic backgrounds. Although e-learning has become an integral part of 21st-century education, the reality is that its adoption in South Africa is presented with challenges such as the lack of the internet and digital tools, particularly for students from marginalised groups. This begs the question of how the expectations of institutions higher of learning of social justice have been expanded or disrupted during the pandemic. Furthermore, has students’ human development been compromised or enhanced during the pandemic? This study aimed to conduct a narrative inquiry into the e-learning experiences of tourism and hospitality management students and staff of the Central University of Technology, Free State. The study also sought to investigate how (if at all) the sudden switch to e-learning has affected the role played by higher education as an instrument of social justice for students. The theoretical framework used in this study is the Capability Approach. This theoretical framework was used as the lens through which to look at the students’ individual experiences of e-learning. The framework allowed to assess students’ capabilities, agency, well-being, and conversion factors during the pandemic. Data in this study were collected through qualitative methods and a triangulation approach of narrative interviews with the students, semi-structured interviews with the HoDs, and document analysis. Pre-selected themes and sub-themes were constructed to analyse data and to reflect the Capability Approach. The study findings show that although students value education as a way to improve their standard of living, the lack of resources for e-learning pedagogy compromised valuable educational achievements. Much of the students’ agency was constrained by their learning environment. During the pandemic, as a result of the lack of access to lecturers and lack of e-learning training for academics, the capability for knowledge was somewhat constrained, translating to epistemic injustice. Overall, e-learning was only favourable to few students, thus exacerbating disparities. Soft skills that are critical for human development gained at the university in a social setting may have been lost. The study also found that the university features social justice policies that try to equalise and help students to achieve their academic freedom. Although the university recognised the e-learning challenges and showed agency in assisting students with data and devices, the expectation of playing the role of being an instrument of social justice for students was compromised by the structural inequalities that exist beyond a university setting. It is recommended that through funding, first-entry-level students should be equipped with digital devices as part of the enrolment to combat digital inequality. Lecturers should not only be trained in e-learning pedagogy, but also trained how to factor inclusivity into teaching practices. Blended learning should be an integral part of the teaching practices to prepare for unforeseen circumstances that compel students to learn away from a university.capability approache-learninghigher educationsocial justicestudentsuniversityDissertationUniversity of the Free State