The Impact of Technology Integration on Students’ Sense of Belonging and Well-being in South African Higher Education: A Systematic Review

• In Event: Artificial intellegence in education: impacts, challenges, and perspectives across global contexts

Proposal

In higher education (HE), integrating technology has become a crucial part of students' learning experiences. It is believed that technology has been utilised to enhance teaching and learning efficiency, teaching methods, learning environments, and access to education (Faloye & Faniran, 2023; Mendoza & Venables, 2023). While research indicates that South African universities have adopted digital tools to stay competitive on a global scale and that technology can promote inclusive learning and support diverse educational needs, limited studies are focussing on its effects on students' sense of belonging and well-being within the context of South Africa. This is particularly important given the diverse student population transitioning to higher education from under-resourced technology institutions and disadvantaged socioeconomic backgrounds (Keane et al., 2023). According to Mooney and Becker (2021) and Karakose et al. (2022), technology has brought about specific challenges and harm to students' interpersonal relationships, psychological well-being, and physical health. Students' limited technology skills, access to resources, and prior experience with digital technologies greatly influence their expectations and perceptions of advanced technologies for university studies (Keane et al., 2023). As a result, a mismatch between students' technology expectations and course requirements, influenced by higher education institutions’ financial capacities, may affect their sense of belonging and well-being. Understanding the impact of technology on students' learning, belonging, and well-being is crucial (Keane et al., 2023). This study contributes to knowledge on how technology integration affects these aspects. This systematic literature review (SLR), grounded in the Technology Acceptance Model (TAM), which links technology adoption to perceptions of usefulness and ease of use (Davis, 1989), and the Self-Determination Theory (SDT), which highlights autonomy, competence, and relatedness for well-being (Deci & Ryan, 2012; Ryan & Deci, 2020), followed the PRISMA protocol and focused on articles from 2018 to 2024. The study identified gaps and contradictions in the existing literature on the topic. A total of 4,998 articles were initially identified from multiple databases, including Google Scholar, ERIC, and EBSCO. After screening and applying inclusion/exclusion criteria, 63 peer-reviewed articles were selected for the review. The study revealed several key ways technology integration affects students' sense of belonging and well-being. A major challenge is the digital divide, with unequal access to technology and broadband in South Africa, particularly for students from low-income and rural areas, leading to isolation and lower well-being. The shift to online learning during the pandemic, combined with limited preparedness, increased stress and anxiety, especially among students with minimal prior digital exposure. This lack of support and unfamiliarity with digital tools negatively impacted their psychological well-being. Technology integration often fails to meet students' needs for autonomy, competence, and relatedness, diminishing their sense of belonging and engagement. Over-reliance on digital tools, such as smartphones and social media, further harms mental health, causing stress, isolation, and sleep disruption, worsening well-being. While technology offers educational benefits, it can also exacerbate inequalities, particularly in disadvantaged settings, as the digital divide and the psychological demands of online learning often overshadow its intended advantages. From a TAM perspective, resource constraints and stress lower students' perceptions of technology's usefulness and ease of use, reducing motivation. The SDT framework further shows that technology integration inadequately addresses students' psychological needs, alienating them from academic environments. To improve students' sense of belonging and well-being, educational institutions can close the digital divide by ensuring equitable access to resources and strengthening support systems, including technical training and emotional support. Encouraging social interactions and meaningful engagement on online platforms can enhance students' connectedness. Policymakers, educators, and technology providers must collaborate to create inclusive digital learning environments that address the diverse needs of students. While technology can revolutionise education, it also risks deepening inequalities and contributing to psychological stress. Further research can explore a holistic approach that prioritises technological and emotional support.

Authors

• Currell Jita, University of the Free State

• Thuthukile Jita, University of the Free State

• Novel Lena Folabit, University of the Free State