8 Teachers’ Challenges Integrating ePortfolios for Learners with Barriers to Learning in Rural Schools During Post-Covid-19 Era: Support Interventions

Omphile Madiba
North-West University, South Africa

ABSTRACT

There is a growing educational demand facing teachers in schools during the post-COVID-19 era to accelerate the integration of ePortfolios. The demands to integrate ePortfolios tend to present teachers with numerous challenges, such as infrastructure and digital access, limited professional development and digital skills, the digital divide among learners, and lack of technical support. Through qualitative investigation, the chapter explores challenges teachers encounter while incorporating ePortfolios in facilitating learning for learners with barriers to learning. Data was collected using focus group interviews with purposefully selected teachers from three rural-based schools. Data was thematically analysed using Braun & Clarke methods. The use of Transformative Learning Theory established an understanding of how teachers could navigate their challenges of integrating ePortfolios. The study employed a phenomenological design to explore the lived experiences of teachers. The study indicated that although the integration of ePortfolios strengthens learner engagement and digital literacy, teachers, on the other hand, are frequently confronted with the following: limited digital infrastructure, rural geographical location in which schools are based, socioeconomic disparities among the learners, and a lack of adequate technical support to facilitate the implementation of digital usage to foster quality teaching and learning. Moreover, the study found that most teachers negatively perceive ePortfolio integration as a means to support learners with barriers to learning. Lastly, the study discovered that teachers in rural settings found it difficult to adapt to digital methods. The study recommended initiating collaboration among nearby schools for resource sharing as well as initiating partnerships with the government and other related stakeholders to improve affordable internet access. Secondly, initiating professional support development for teachers in implementing ePortfolios within the rural context. Further training teachers to be digital champions who will intervene as technical support in their schools. Lastly, the study advocated for creating community-based learning spaces where learners from low-income families may access digital tools.

Keywords: ePortfolios, Rural Schools, Rural Education, Teacher Challenges, Barriers to Learning, Digital Divide, Teacher Support Interventions

INTRODUCTION

The implementation of inclusive education in South African mainstream schools remains a challenge, especially in rural areas, where resource, infrastructural, and teacher preparation challenges are major barriers to inclusive education (Berry & Gravelle, 2018). The lack of support for learners with intrinsic learning barriers—those with neurodiverse, sensory, and emotional challenges—appears to be prevalent in these settings (Chostelidou & Manoli, 2020). Studies conducted by Hove and Phasha (2023) show that these learners in mainstream classrooms tend not only to be socially included but also to benefit from instructional and assessment strategies.

There has been a rising interest in integrating digital tools as a way of supporting the differentiation of teaching methods and assessment to bridge the exclusion gap. ePortfolios have then become a preferred substitute for traditional methods of teaching and assessment (Chang & Kabilan, 2022). Although ePortfolios are known to promote progressive learning, self-expression, reflective learning, and ongoing feedback (O’Keeffe & Donnelly, 2013), there is not enough evidence relating to their impact on fostering inclusive education within resource-constrained rural school settings in South Africa. This study investigates how ePortfolios can improve learner agency and digital literacy in learners with barriers to learning in inclusive rural schools. The study thereby intends to provide recommendations to guide the equitable use of ePortfolios to improve inclusive education practices within resource-constrained environments.

The preliminary findings of the study show teachers to be confronted with tremendous challenges in implementing ePortfolios towards supporting learners with barriers to learning. Major factors hindering the success of the ePortfolio integration are shown to be due to a lack of adequate teacher training in inclusive education and digital tools aspects, a lack of access to assistive devices or technologies, and poor infrastructure. Thus, the study recommends that inclusive and technological infrastructure be invested in to support digital learning.

Additionally, the study suggests that there should be frequent teacher developmental training programs aimed at capacitating teachers in the use of portfolios. Lastly, having community-based stakeholders together with the Department of Education to develop actionable and sustainable guidelines leading to effective implementation of ePortfolios in rural and diverse educational settings.

BACKGROUND

The integration of ePortfolios in education has shaped and introduced new ways of learning, especially in the post-COVID-19 era (Chomunorwa, Mashonganyika, & Marevesa, 2023). ePortfolios have become useful, innovative tools used by both teachers and learners as they navigate both teaching and learning (Chang & Kabilan, 2022). Integrating ePortfolios during lessons comes with the benefits of personalised feedback to learners’ activities, further guiding ways to improve (Theodorio, Waghid, & Wambua, 2024). Moreover, ePortfolios have been designed to assist learners in their personal learning needs, enabling self-directed learning which fosters independent and creative learning (Moodley, 2022).

Supporting learners with barriers to learning through the use of digital tools lies with the School-Based Support Team (SBST), which should also function to facilitate and coordinate training opportunities for teachers on support intervention methods for learners with barriers to learning (Jaffer & Makda, 2025). It should therefore be upon the SBST to conceptualise ways in which learners with barriers to learning can be supported through the use of digital tools (South Africa. Department of Education, 2001).

According to Yang, Tai & Lim (2016), the utilisation of ePortfolios assists learners to be independent thinkers capable of participating in meaningful collaborative learning among their peers. However, even with many of the benefits of integrating ePortfolios in schools, studies have revealed such integration to be confronted with challenges, particularly within rural school settings (Poole, Brown, McNamara, O’Hara, O’Brien & Burns, 2018). Studies have further shown how it gets more complicated when such digital tools have to be integrated not only in the rural school context, but also for learners with barriers to learning (Mawila, 2023). Teachers endure a lot of difficulties attempting to effectively integrate ePortfolios in rural schools amidst challenges related to a lack of infrastructure, unreliable internet connection, and insufficient digital and inclusive education devices (Berry & Gravelle, 2018). Even with digital tools attained through donations, the lack of technical support to facilitate and sustain these technological advancements is usually a major challenge (Zongozzi & Ngubane, 2025). Another major factor contributing to the complexities that hinder the successful integration of ePortfolios is the socioeconomic inequalities that surround the rural school context (Masana & Kgothule, 2022).

In these rural settings, learners hail from homes that do not have the financial means to attain the required digital tools (Zongozzi & Ngubane, 2025). For these rural-based learners, being included in the educational benefits of ePortfolios gets compromised by their socio-economic circumstances (Totter & Wyss, 2019). In addition to the already mentioned challenges surrounding the integration of ePortfolios, rural school teachers are reported to often lack specialised training on how to incorporate digital tools to support learners’ diverse learning needs (Poole et al., 2018). Upon that, the lack of specialised knowledge on integrating ePortfolios among teachers has been reported to have reduced their confidence and morale (Mustafa, Nguyen & Gao, 2024). In other instances, teachers would perceive ePortfolio integration negatively due to possessing limited knowledge in aspects related to digital pedagogical practices (Adewumi, Mosito, & Agosto, 2019; Chisango, Marongwe, Mtsi, & Matyedi, 2020).

Under this context, it is befitting to understand the burden that confronts teachers’ comprehension of their duty towards supporting learners with barriers to learning, while they still need to manoeuvre around the use of inclusive digital technologies to achieve that task. The purpose of this study is to address ePortfolio integration challenges hampering the provision of support to learners with barriers to learning. The intent is to further develop actionable support intervention strategies to address the existing challenges relating to ePortfolio integration.

Challenges Integrating ePortfolios to Support Learners with Learning Barriers

The term barriers to learning in South Africa generally refers to broad educational challenges hampering the educational advancement and progression of learners from benefiting from and participating in education (UNESCO, 1994). Learners with barriers to learning are usually confronted with significant challenges regarding the attainment and retention of information learned due to challenges experienced with their sensory, cognitive, and emotional developmental functioning (South Africa. Department of Education, 2015). According to Alesi, Rappo, and Pepi (2014), the experienced barriers to learning may lead to additional struggles related to anxiety, depression, poor self-image, and low self-esteem, adding to the already existing barriers.

However, based on the views posed by Gulf Times (2025), integrating ePortfolios in schools may positively impact learners’ diverse learning needs, especially those with barriers to learning. The South African Education White Paper 6 (South Africa. Department of Education, 2001) supports intervention methods that can assist the curriculum to meet the learning demands of learners with barriers to learning. The use of ePortfolios not only can assist in efficiently delivering the curriculum, but also present teachers with strategies that may foster resilience and independent learning (Yang et al., 2016).

Although assistive technological devices may assist learners with barriers to learning navigate their learning, the nature of their rural context often presents them with affordability and access challenges (Chomunorwa et al., 2023). Having no prior specialised development in using ePortfolios to navigate learning, learners with barriers to learning may find these tools complicated to use, especially when these devices may not be tailor-made for their specific learning needs (Chostelidou & Manoli, 2020). Zongozzi and Ngubane (2025) posited that learners with learning barriers may have trouble utilising digital tools for learning, further adding to their already experienced barriers. Masana and Kgothule (2022) recommended that thorough preparation and training on the use of digital tools be offered to teachers on how to respond to learners’ specific learning barriers, not just on digital tools that will not have a specific impact on learners’ learning needs.

Additionally, when actions are not taken to ensure that teachers are prepared and trained in inclusive educational aspects, just as much as the advocacy is towards digital progression, then efforts to assist them shift towards digital pedagogical methods will be in vain (Madiba & Masunungure, 2024). Furthermore, once the importance of inclusive and digital resource supply is realised, followed by training for implementation purposes, then the incorporation of ePortfolios as a means to advance support towards inclusive education would be a success (Rinquest and Simba, 2024).

THEORETICAL FRAMEWORK

Transformative learning theory holds that both meaning and knowledge are extracted from our daily experiences as we interact with our surroundings and those around us (Mezirow, 1978). Thus, transformative learning theory advocates for critical reflections, where, when we have fully participated in our everyday events that shape our values and experiences, we then should interrogate them to find meaning and transformation (Mezirow, 1978).

The use of transformative learning theory in this study will assist the participants of this study to critically reflect on ePortfolio integration and challenges thereof as methods of supporting learners with barriers to learning in rural schools. Through the use of transformative learning theory, the participants of the study will have the opportunity to question, evaluate, and assess their values and previous experiences concerning their methods of support towards learners with barriers to learning.

The participants will further have the opportunity to interrogate the attitudes they hold towards the integration of ePortfolios. They would then have to judge for themselves if the incorporation of ePortfolios is an insurmountable task or whether it is achievable despite the challenges surrounding the integration. Additionally, bringing to the table intervention methods for curbing the challenges as they see them. This theory aligns with the objectives of the study, which aim to explore ePortfolio integration issues within rural school settings to develop effective intervention plans.

The theory is relevant because it goes beyond merely describing the phenomenon; it encourages participants to think critically about issues related to ePortfolio integration and its challenges within diverse rural contexts. Transformative learning theory helps expand participants’ perspectives by prompting them to reflect critically on their daily experiences. The theory is based on creating a pathway through which change can be realised by participants who are involved as active agents.

METHODOLOGY

The qualitative research approach is a subjective and in-depth research method that studies people in their natural settings (Creswell & Poth, 2016). A qualitative research approach was used to gain a clear understanding of ePortfolio-related challenges that teachers face when they integrate ePortfolios to support learners’ learning needs in rural-based schools. The guidance of social constructivism as a paradigm of the study is to emphasise how knowledge is co-constructed by personal experiences and social engagements within social settings (Vygotsky & Cole,1978). Participants’ experiences and perspectives concerning the usage of digital tools in rural schools within the rural school to promote and advance inclusive education were investigated.

The employment of a phenomenological research design in the study was to describe the participants’ experiences in dealing with the challenges that come with ePortfolio integration to support the learning of learners with barriers to learning (Moustakas, 1994). Face-to-face and unstructured focus group interviews were utilised as a data collection method (Krueger, 2014). Through these interviews, the participants were able to narrate their views and express their ePortfolio integration-related challenges in facilitating learning to learners with barriers to learning within the rural school context.

Three mainstream secondary rural-based schools from the North-West Province, South Africa, were purposively selected. Six teachers from each school was part of the study. Before beginning the study, informed consent was given to the research participants. At this point, all the participants were briefed about the nature of the study. Upon that, participants were informed that participation is voluntary. The data was thematically analysed following Braun and Clarke’s (2014) six-phase method.

The first phase involved data familiarisation, which was followed by initial codes being generated, leading to searching and reviewing of themes, followed by the naming of themes, and lastly reporting on the themes. The study was approved and conducted under the ethical clearance number (NWU-00190-19-A2). Although the study solely used focus group interviews as the data collection method, the inclusion of member checking and detailed rich descriptions enhanced credibility. The author notes that the lack of data triangulation is a drawback and recommends that future research incorporate additional data sources such as reflective journals or classroom observations.

FINDINGS

The themes reflect the perspectives and experiences of participants regarding the challenges of incorporating ePortfolios as a learning support tool for students facing obstacles. The findings are organised into the following themes: (1) Infrastructural and Inclusive Education Challenges; (2) Disparities in Resource Accessibility and Technocentric Inclusivity Inequalities; and (3) Teachers’ Professional Development. Participant responses are used to exemplify each theme, which is then analysed in relation to the study’s aims.

Infrastructural and Inclusive Education Challenges

Infrastructure barriers have been noted by the participants of the study as one of the major factors hindering the successful implementation of ePortfolios in rural educational settings. This includes little to no internet connectivity, access to digital devices, and inadequate facilities to foster inclusive education. These are difficulties that have been observed to be a hindrance to supporting learners with barriers to learning, even with innovative ways of incorporating digital tools. Teachers’ responses to these systematic barriers are displayed (see Table 1).

Table 1
Sampled responses on challenges to integrating ePortfolios in rural schools (created by Author)

Research Question: What challenges do you face in integrating ePortfolios OR any other digital tools into your teaching practice

Teacher 3 School A     Teacher 1, School C

“This thing of digital e-learning tools here exists as a dream sold within the education sector; the reality is rural schools are nowhere near ready for that kind of transformation. As it is, we are dealing with learners with barriers to learning, some of whose struggles come from a lack of simple resources from the Department of Education. Then how much more of the integration ePortfolios?” “Situations are worse here in village schools, we are disadvantaged by the rural context of the area, learners here experience harsher economic realities, can even afford or access such advantages of ePortfolios?”

The above responses, as shown in Table 1, depict an existing divide between the Department of Education policies and the harsh, experienced realities at the rural school level. The respondent viewed the integration of ePortfolios in rural schools as an impractical innovation that is too idealistic to be practicalized. With the response “a dream sold within the education sector,” Teacher 3 seems to point out that an existing misalignment exists between the envisioned directives of moving towards digital transformation and the challenging circumstances that surround their rural context. The disconnection accounts for structural problems, particularly in the aspect of policy that proves to lack a transformative meaning when it has to translate to implementation, more so within the rural school settings.

The respondent further highlighted that the integration of ePortfolios to support the learning process of learners with barriers to learning proves to be difficult due to the unavailability of educational resources. The respondent realises the need for rural schools to be secured with proper infrastructure and assistive technological devices needed to adequately support learners with barriers to learning before ePortfolios can be integrated. The respondent strongly asserts that inequality-related challenges may be perpetuated even further should rural-based schools be pushed into prioritising the integration of ePortfolios without dealing with first-hand existing infrastructural problems.

The participants reported that many of the learners’ learning challenges are rooted in little to no resources in rural schools. The respondents further reported how the lack of resources and other related challenges are perpetuated by the neglect that rural-based schools experience from the Department of Education. The above response reflects how promises of e-learning innovation are often echoed loudly with no effort to guide the actual implementation. The contention questions how e-learning can be fostered in rural schools and for learners with barriers to learning when basic needs such as electricity, internet access, and assistive devices are part of the greater rural-based schools’ needs. The integration of ePortfolios in rural schools as a means of supporting learners with barriers to learning is viewed with caution by the participants as a possible barrier to learners with barriers to learning, so long as the underlying factors that surround rural schools are not dealt with prior.

In support of the views raised by participants, Laufer et al. (2021) view the integration of ePortfolios in schools as a potential risk of widening inequalities in schools should infrastructural challenges and other related challenges not be dealt with. Furthermore, Landa, Zhou, and Marongwe (2021) observed the harsh realities that rural-based schools experience, especially with the issue of limited resources. For Landa et al. (2021), intentions of advancing digital transformation in rural schools seem absurd when basic needs are not attended to.

Menlah (2014) also maintained that school readiness should be prioritised, through which matters relating to capacity building and the provisioning of support are carefully looked into, and in the context of rural schools, before complex digital programs are considered. Adding to the assertions held by the respondents, Campioni (2025) also emphasised the significance of addressing fundamental needs by means of establishing support and building capacity before integrating digital technologies. The directives mentioned by Campioni (2025) may, in many ways, address the complex challenges that teachers within rural school settings face.

Disparities in Resource Accessibility and Technocentric Inclusivity

Participants’ responses here focused on the impact of unequal access to digital tools, infrastructure, and digital support faced by learners while navigating learning through the integration of ePortfolios. Participants pointed out that learners who are without assistive devices or technologically inclined devices are usually left out of participating in the educational benefits of ePortfolios. Below are samples of their responses (see Table 2).

Table 2
Sampled responses on the impact of ePortfolios on learners with barriers to learning (created by Author)

Research Question: How do you perceive the impact of ePortfolio integration on learner engagement and digital literacy, particularly for learners with barriers to learning?

Teacher 2, School B       Teacher 1, School A     Teacher 3, School C

“The learners we teach are from disadvantaged socio-economic backgrounds; they don’t even have access to digital tools or have only limited access. This is a barrier to learning; also, learners who do sometimes afford the resources don’t utilise them accordingly. I do not see how digital tools can assist when learners do not use them.” “Teachers in rural schools have not even been trained on how to use them. Maybe in the town school, but not here. Supporting learners with special needs requires many other things, like teacher training on learning barriers, which is not being done thoroughly, especially in rural areas. Now that’s what should be prioritised before the use of digital tools.” “Although we are willing to integrate ePortfolios in the teaching and learning process, it becomes difficult, especially when we are teaching learners who have barriers to learning and still do not have devices or even assistive devices. It’s hard…”

Although ePortfolio integration is intended to promote an inclusive educational environment for learners, especially those with barriers to learning. However, this is reported not to always be a reality for teachers who have experienced the under-resourced rural-based school settings (see Table 2). The above responses depict the underlying challenges that serve as a hindrance to the adoption of digital tools in rural schools, especially towards supporting learners with barriers to learning and those from low socio-economic backgrounds. Lack of digital resources and access to them has been identified as a primary concern.

It is expressed that learners who come from disadvantaged socio-economic backgrounds do not personally possess digital devices (e.g., smartphones, tablets, and laptops). In a case where some might have such digital gadgets, internet connectivity presents a challenge. Further highlighting that, even in situations where learners might own such digital tools, challenges related to a lack of digital literacy and a lack of guidance on how to effectively utilise such devices for educational purposes would be an additional barrier. This implies that, without guidance, a structured support plan, and consistent utilisation of these digital tools to enhance learning, their integration would be without effect or misdirected.

The respondents believe that digital integration can only thrive in urban schools, supposing that they may be better resourced compared to rural-based schools. Such perceptions will kill teachers’ morale, further bringing about frustrations. When not intervened, such mindsets can perpetuate the sense of exclusion among teachers, hampering advancements of digital integration in rural educational spaces. Should these disparities not be accounted for through capacity development, teacher professional development, and by ensuring that basic and proper infrastructure is in place, then digital innovation initiatives stand to widen the digital divide as opposed to closing it.

For Teacher 1, supporting learners with barriers to learning should require much more than just the integration of ePortfolios. It is highlighted that rural schools are deficient in proper basic training on matters relating to special education needs and inclusive education. According to the respondents, comprehensive teacher training should be a foundational strategy in providing effective support to learners with barriers to learning before other intervention strategies, such as techno-centric tools, can be explored or introduced. The above findings reveal how the success of integrating ePortfolios in rural schools is dependent on many factors that act as a hindrance should they not be addressed.

Mhlanga and Moloi (2020) concur with the findings of this study; their findings highlighted the massive digital divide in rural-based schools, where socio-economic factors proved the integration of ePortfolios to be increasingly difficult to successfully implement. Similar to the findings of this study, they observed how these digital innovations and interventions can perpetuate the already existing inequalities in rural schools.

The study conducted by Nkula and Krauss (2014) discovered that teachers lacked the skills to utilise digital tools to advance and support the learning of learners with barriers to learning. Chigona (2015) accounted for many of the challenges referenced by the participants of the current study. Chigona’s (2015) findings firstly revealed that rural schools are often under-resourced and have poor infrastructure, with teachers who have not been trained on how to incorporate digital tools for teaching and learning purposes. Similar to the attitudes expressed by the participants of this study, Chomunorwa and Mugobo (2023) also encountered the prevalence of negative teacher perceptions and low confidence levels relating to the integration of ePortfolios in rural schools. Which, according to Chomunorwa and Mugobo (2023), was due to a lack of digital literacy. Duma, Mlambo, Mbambo-Mkwanazi, and Morgan (2021) also observed the prevalence of the digital divide in rural schools of South Africa, that being as a result of non-responsiveness to the necessary interventions.

However, Duma et al. (2021) also observed that such conditions exist mainly because of the poor socio-economic conditions surrounding these communities. Makofane’s (2023) study also depicted the manner in which inclusive education training sessions are not effective. Makofane (2023) explains how failure to engage teachers in effective professional development training accounts for negative teacher perceptions (Adewumi et al., 2020).

Teachers’ Professional Development

Lack of professional development experienced in rural-based schools is overly stressed by the participants as an aspect that needs to be thoroughly looked into. Below are samples of teachers’ responses (see Table 3).

Table 3
Sampled responses on teacher development in implementing ePortfolios towards supporting learners with barriers to learning (created by Author)

Research Question: What kind of support or professional development would help you better implement ePortfolios to enhance support to learners with barriers to learning in your classroom?

Teacher 2, School C         Teacher 5, School A

The Department of Education needs to develop teachers on how to better implement ePortfolios in their classrooms. We need hands-on professional development on how to use and implement ePortfolios in our classrooms to all learners, and to be given training on how to Support learners with barriers to learning using digital tools. but I don’t see how that will help if we will still be without basic resources, e.g., assistive devices for learners with barriers to learning. “Firstly, to be given proper training on how to attend to learners’ diverse learning needs and on how to use digital tools or maybe smartphones to be effective in my teaching methods. We need such things.”

Teachers’ responses highlighted concerns regarding the implementation of ePortfolios, firstly, particularly in under-resourced rural school settings, and secondly, to support learners with barriers to learning under rural conditions. The above response (see Table 3) comes as a plea for adequate professional development on two significant aspects: one being the use of technocentric educational and innovative tools, and secondly, on how to use such innovative tools to foster teaching and learning, especially to support learners with barriers to learning. With the expression “hands-on development”, the respondent suggests that they do not acquire enough exposure to practical skills on the technical use of educational digital tools, as well as the pedagogical application to support the learning needs of learners with barriers to learning.

The participant’s response clearly shows that teachers might not have even been exposed to basic inclusive education training. Thus, they call for a comprehensive training that would empower them with strategies that will enable them to better support learners with barriers to learning, even through the use of digital tools. Teachers seek an understanding of how these digital tools can be of use in accommodating learners’ diverse learning neds. With that, also recognising how the implementation of these tools would be of no effect and superficial if their usefulness is not realised. The respondent also views support required in the form of the reconditioning of the infrastructural deficits, provision of assistive devices, internet and other basic resources that undermine both the integration of ePortfolios in rural schools and supporting learners’ diverse learning needs.

The above response highlights the interdependence between systematic support and professional development. Even with all the rigorous teacher training available, when classrooms are ill-equipped to support inclusive and digital learning, then all the training would be null and void. With this, the implications are that when training is offered, it should always be aligned with infrastructural development. Under these conditions, what would be learned during professional training development workshops would be actualised and implemented in classrooms that are already equipped with the relevant infrastructure. To ensure the success of ePortfolio integration, teachers will need to be trained consistently, employing mentorship programs, technical support programs, and comprehensive, inclusive education pedagogical training.

Similar to the views held by the participants of this current study, Mokhampanyane (2024) also encountered a lack of training and a lack of assistive devices to be prevalent in rural schools. Thereby advocating for comprehensive teacher professional development to prepare teachers for the demands that come with supporting learners with barriers to learning and on how to utilise digital tools to foster their learning. Moreover, infrastructural deficits, lack of resources, and internet connectivity challenges have also been identified by Sithole and Mbukanma (2024) as major barriers that widen digital inequalities.

A study conducted by Visser, Nel, De Klerk, Ganzevoort, Hubble, Liebenberg & Young (2020) demonstrated the benefits of using assistive digital technologies to enhance learning for learners with motor impairments. Along with this benefit, Visser et al. (2020) further highlighted the challenge there is in South African schools to have access to these technologies, especially in rural schools. Nikolaeva, Abbood, Grachev, Kosov, Yumashev, and Nikitina (2022) also communicated a need to capacitate rural-based teachers with comprehensive training on the effective use of digital tools to advance inclusive education practices. Where, Nyathi and Joseph (2024) also recommended that any professional-related training aimed at preparing teachers to integrate digital tools must be rural-context relevant.

Where training would not only focus on addressing inclusive pedagogy and skills gap, but also investigate resource-related deficits that hinder education in rural areas (Mahwai & Wotela, 2022). Ahiaku, Uleanya, and Muyambi (2025) observed that for learners’ diverse learning needs to be efficiently supported in rural schools, infrastructural preparedness and provision of learner support resources are required before aspects related to technical training on digital tools can be initiated. Both learner support resources and infrastructural preparedness remain significant, as without them, the implementation of digital tools would not take place.

The influence of Transformative Learning theory is evident in how teachers questioned their existing beliefs about using technology in teaching and learning. The participants challenged the idea that digital inclusivity is achievable and practical in their educational setting. They also critically examined how systematic inequalities and injustices hinder the realisation of integrating ePortfolios, especially when there is a lack of training, infrastructure, and resources.

Through the use of the theory, some participants showed a shift in perspective, becoming more open to professional development and willing to adapt if appropriate systems of support were established. The theory enabled participants to express their frustrations while also examining their stance. Therefore, their stance calls for change and transformation, rather than outright resistance to technology.

RECOMMENDATIONS

To address challenges experienced within inclusive education and related to infrastructural deficits in rural schools hampering the integration of ePortfolios, which are intended to support learners with barriers to learning. The study proposes that related stakeholders within the communities join hands in collaboration with the Education Department. This community-led collaboration involving local businesses, Non-profit organisations (NGO), neighbouring schools and concerned members within school governing bodies (SGBs) can work alongside school principals, teachers, and private investors to identify infrastructural challenges such as electricity, internet connectivity, and digital and assistive devices that need to be addressed. Upon such discoveries, proper documentation of such would be compiled and formally submitted to the District Department for further engagement and consideration for future budgets.

Secondly, for thorough training to occur, which will inform the effectiveness of inclusive education in rural schools, the formations and functionalities of School-Based Support Teams (SBST) would have to be activated. For this to occur, all protocols and objectives stipulated within the Policy on Screening, Identification, Assessment and Support (SIAS) must be followed (South Africa. Department of Education, 2014). The District Support Teams (SBST) and the designated Senior Education Specialist within each district would have to be engaged by the SBST for training and professional development purposes. This way, when challenges of digital-resource-related infrastructure and inclusive education are dealt with accordingly, only then will ePortfolios be thoroughly integrated to support and enhance learners’ diverse learning needs. Lastly

For learners’ diverse learning needs to be supported, utilising digital tools, especially for those with learning barriers, the following measures would have to be taken to address the disparities related to the accessibility of digital resources intended to enhance inclusive learning. Firstly, through functional SBSTs in rural schools, learning barriers would need to be screened, identified, and assessed for support measures to be put in place through the assistance of the DBST, which may necessitate the provision and use of assistive devices when necessary (South Africa. Department of Education, 2014).

When such processes are followed, issues related to the attainment of assistive technological tools to aid learners who may show rather more serious learning disabilities, then such requests should be made through proper channels and protocols that align with policy, and which can be followed up. Secondly, schools upon training and more awareness have been conferred, can make use of low, technologically demanding tools that would require low maintenance and logistics. This way, internet connectivity can never be viewed as a major factor hindering the successful integration of ePortfolios in the learning process. Additionally, teachers may be trained and developed in differentiating instructions, which may involve using innovative methods of teaching involving low-technology tools.

Furthermore, it is equally important for policy developers to establish ways in which inclusive digital pedagogies can be introduced as practices that advance and foster learning, aimed at addressing not just barriers to learning but all diverse learning needs. Should teachers be confident advocates of the integration of ePortfolios in their schools, then continued professional development aimed at assisting teachers to deal with the constraints that tend to undermine their efforts in aspects of ePortfolios would have to be enforced. In that respect, teachers must get training that matches the context of their working environment so that it is tailor-made for the challenges that they are confronted with daily.

CONCLUSION

This study has shown that teachers encounter challenges integrating ePortfolios for learners with barriers to learning in rural schools in the post-COVID-19 era. Challenges around basic assistive and technological devices and non-functional infrastructure, which involved a lack of or unreliable electricity and no internet connectivity, were found to be prevalent in rural schools. Equal to these challenges, teachers’ lack of inclusive education training in responding to and supporting the learning needs of learners with barriers to learning was also revealed as a major challenge that rendered the utilisation of ePortfolios impossible, especially if their use was intended to enhance support to learners’ learning barriers.

It is the teachers’ lack of exposure to both inclusive education training and digital tools that leads to teachers’ helplessness. The study, therefore, called for an inclusive and technocentric infrastructural development, which is meant to align with the necessary developmental training that teachers would be prepared on in complementary aspects of inclusive education and the implementation of portfolios. This study took into account the multi-faceted challenges surrounding rural schools, where intervention is required through systematic transformation aimed at building an inclusive technological infrastructure.

Recommendation also focused on strengthening both inclusive educational pedagogical aspects and the use of digital tools to enhance the learning of learners with barriers to learning. The study highlighted a partnership with the Department of Education and collaboration with relevant community stakeholders as a crucial factor that can yield successful implementation of ePortfolios in rural schools and support learners with barriers to learning.

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AUTHOR

Dr Omphile Madiba is a Learner Support Lecturer at the North-West University, Faculty of Education, School of Psycho-Social Education. He holds a membership in the Golden Key International Honour Society and serves as an executive committee member in the COMBER (Community-Based Educational Research). Dr Omphile is part of the National Longitudinal Teacher Pedagogy Program (NLTPP): A Consortium led by The National Educational Collaboration Trust (NECT) & Teaching, Teacher, and Teacher Education for Equitable and Quality Learning (TTTEQL) as the North-West University Institutional Deputy Leader. In addition, he is a Specialist Wellness Counsellor with a registration from the Association for Supportive Counsellors and Holistic Practitioners (ASCHP).
Email: Omphile.Madiba@nwu.ac.za