Exploring the influence of compulsory adoption of a learning management system on the students’ mental well-being at a rural university in South Africa

Abstract

The global adoption of technology in teaching and learning has significantly transformed higher education, with the use of various platforms for curriculum delivery influencing students’ mental well-being in their learning experiences. This study explores how the mandatory adoption of a learning management system can influence the students' mental well-being at a rural university in South Africa. It adopts a qualitative, phenomenological design. Data were collected through extensive semi-structured interviews. Forty students were purposively selected from a rural university in South Africa. Data were analysed through thematic analysis. The results revealed that technostress, digital fatigue, and resilience could affect the students’ mental well-being. The study further acknowledged perceived support sources and their absence within the online learning environment. The findings implied that technology implementation in educational institutions should be more empathetic, culturally responsive, and mindful. This study contributes to the creation of digitally equitable and psychologically supportive learning environments in the Global South.