Lecturers' digital proficiency development at Southern African higher education institutions through a community of practice theory

Abstract

The rapid advancement of digital technologies at two Southern African higher education institutions, accelerated by ongoing transformation initiatives, has intensified the need for lecturers to develop strong digital proficiency. Despite widespread adoption of these approaches, lecturers continue to face challenges in effectively embedding digital tools into pedagogy. This study investigates how lecturers' digital proficiency can be supported to integrate online and blended learning approaches into teaching and learning practices. The study employed a qualitative approach and case study design. Face-to-face interviews were used to collect data from ten lecturers who were purposely selected from two higher education institutions in Eswatini and South Africa. Data were analysed using thematic analysis, and the findings indicated that digital proficiency extends beyond individual skill acquisition and requires sustained, contextually relevant engagement through shared learning, peer support, and reflective practice. The study argues that a well-structured community of Practice Theory (CoP) provides an effective framework for aligning technology, pedagogy, and professional collaboration to ensure scalability and long-term sustainability. The study recommends that higher education institutions provide ongoing institutional support, dedicated funding, and strategic engagement mechanisms to strengthen CoP as a vehicle for digital transformation.