AOSIS Scholarly Books

Digital inequality in a developing context

2025-04-15T11:03:13+02:00

Digital inequality in a developing context: A multifaceted approach critically explores the complex and persistent nature of the digital divide in South Africa, addressing a notable gap in existing scholarship. Drawing on secondary data, the book examines how digital inequalities manifest across key sectors such as education, healthcare, and agriculture – sectors vital to national development and individual well-being. These disparities are shaped by intersecting socio-economic, technical, and geographical factors, particularly the urban–rural divide.

The volume underscores the importance of infrastructure development, digital literacy, affordability, and equitable access as central to bridging the digital gap. It argues that without targeted and sustained interventions in these areas, digital inequality will continue to hinder socio-economic progress and deepen existing structural inequalities. This scholarly book offers fresh perspectives and practical insights for researchers, policymakers and practitioners seeking to advance digital inclusion in developing contexts.

Socio-ecological-economic reflections on the impacts of COVID-19 in Africa

2025-04-16T09:19:58+02:00

This scholarly book magnifies reflections from young scientists in South Africa, Africa, and beyond on the COVID-19 pandemic. With contributions by upcoming scientists, it provides a synopsis of socio-ecological-economic views on the impact of COVID-19.
Through its chapters, the book takes a multidisciplinary approach to reflecting on what it was like to be a scientist during the COVID-19 pandemic. Each chapter reimagines science from the viewpoint of its discipline, offering insights from the perspective of young scientists that could benefit other scholars, academics, and policymakers.

Scaffolding work-integrated learning excursions

2025-04-16T09:18:06+02:00

In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This scholarly book explores how WIL excursions support self-directed learning (SDL) and foster skills essential for the 21st century, such as active learning, intercultural sensitivity, and epistemological access.

A key focus is on the 2023 WIL excursions at North-West University (NWU), which align with South Africa’s National Development Plan 2030 and the University Capacity Development Grant’s (UCDG) goal of equipping graduates to address contemporary societal challenges. The book examines first-year excursions across three faculties – Education, Health Sciences, and Law – using both virtual and in-person experiences to develop intercultural citizenship, communication, and a sense of belonging.

Through research-based insights, the chapters highlight how these excursions were designed and implemented to help students recognise personal biases, deepen cultural awareness, and take responsibility for their own learning. Additionally, the book underscores how students were encouraged to identify their learning needs and access resources that promote ongoing self-directed growth. By linking WIL to SDL, the book provides novel perspectives on fostering inclusivity and preparing students for their academic journeys, professional careers, and contributions to a more socially just world.