Experiences of Learners in Using Digital Technology

Abstract

The integration of digital technology into education has transformed teaching and learning processes, requiring learners to adapt to new digital tools and learning environments. The objective of this study was to explore the experiences of Grade 7 learners in adapting to digital tools in Technology and Livelihood Education (TLE), focusing on their coping mechanisms, challenges, and educational insights gained. The research aimed to understand how students manage digital learning demands, what strategies enable them to succeed despite technological barriers and the educational insights they gained. A qualitative phenomenological design was employed, using semi-structured interviews with selected Grade 7 learners from Sawata National High School. Data were analyzed through thematic analysis to identify patterns and authentic learner perspectives. Findings revealed three major themes: Coping Mechanisms, Challenges and Barriers, and Educational Insights Gained. Learners demonstrated adaptability through peer collaboration, family assistance, and self-directed learning. Despite facing digital confusion, limited connectivity, and emotional stress, students developed improved digital literacy, self-confidence, and resilience. These experiences highlight both the difficulties and trans formative potential of digital learning in TLE. The study recommends that teachers and school leaders provide structured digital orientation sessions, promote collaborative online activities, and offer flexible support for learners with connectivity issues. Strengthening family involvement and integrating digital literacy training into TLE can further enhance students’ confidence and engagement.