Reimagining Student Support in the Digital Era: To Explore How Digital Transformation Shapes Support Services in South African Universities by Academic Development Practitioners

Abstract

This study investigates how digital transformation is reshaping student support programmes in South African institutions of higher learning. Despite increased investment in digital tools and platforms, little is known about how these shifts are experienced by those who design and implement support structures, Academic Development Practitioners (ADPs). To address this gap, the study engaged 12 ADPs from various universities through in-depth, semi-structured interviews. Guided by the theoretical lens of Sociotechnical Systems Theory, the research explored how digital tools (e.g., learning management systems, WhatsApp, e-mentoring platforms) interact with human practices, institutional norms, and student needs. Thematic analysis revealed four central themes: (1) shifting identities of ADPs in the digital space, (2) unequal access and digital divides, (3) evolving models of relational support, and (4) tensions between innovation and institutional inertia. Findings suggest that while digital transformation has enhanced reach and efficiency, it has also introduced complexities related to workload, professional boundaries, and student engagement. This study contributes to a deeper understanding of how digitalization influences the design, delivery, and experience of student support, offering critical insights for policy, practice, and further research within the Global South.