Abstract

Digital platforms have become increasingly blended into learning and teaching environments, especially in early childhood education. The degree to which these platforms support or hinder learning outcomes in foundation phase learners remains underexplored, particularly in rural South African contexts. This study examines the impact of digital platforms on the academic and socio-emotional development of Foundation Phase learners in the Vhembe District, Limpopo Province. The problem underpinning the study is the limited empirical evidence on how digital tools affect young learners in under-resourced educational settings. A qualitative research paradigm within an interpretivist framework guided this study. The research design adopted was a case study, and the method used was semi-structured interviews with Foundation Phase educators and parents. Data was collected from a population of Foundation Phase teachers and caregivers across five primary schools. Purposive sampling was used to select a sample of 10 educators and 10 parents. Thematic analysis was employed to analyse the data. The study was delimited to the Vhembe District in the Limpopo Province of South Africa. To ensure trustworthiness, credibility, transferability, dependability, and confirmability, measures were followed. Ethical considerations included informed consent, confidentiality, and voluntary participation. The article reveals that digital platforms enhance learner engagement when integrated with teacher-guided instruction. It also found that a lack of access to devices and the internet in rural areas impedes equitable digital learning. Based on these, the article recommends that schools should implement blended learning approaches suited to local infrastructure. Government and private stakeholders must also invest in rural digital infrastructure for education. The article concludes that while digital platforms hold potential to support Foundation Phase learning, context-specific implementation strategies are critical for success in rural districts.

Keywords: Digital learning, Parental involvement, Rural education, Technology integration, Foundation phase