Digitalising education expands access, promotes inclusivity, and equips learners for a tech-driven future. With digital tools, institutions can improve learning quality, maintain academic integrity, and connect with students in a wide range of settings.
In South Africa, however, the rollout of digital education faces significant challenges, including the still-present but gradually easing issue of load shedding, inadequate Internet connectivity, and limited access to technology in certain contexts.
Against this backdrop, SMOWL is gaining traction in South Africa. Smowltech’s proctoring solution is particularly well-suited to the nation´s circumstances, as it operates reliably even with low-bandwidth Internet, during service interruptions, and on older or legacy devices.
Today, we’re speaking with Leyre Paniagua, Content Specialist at Smowltech, who spent nearly four years working in South Africa (2018-2022) and will be sharing her insights and experiences.
How serious do you think the problem of load-shedding is?
Power cuts present a major obstacle. Load-shedding disrupts virtually every aspect of daily life, and it’s something that can only be fully understood through direct experience.
Fortunately, the energy crisis appears to be easing, and from what I can tell, recent advancements in energy generation look promising, with South Africa seemingly getting back on track.
Still, the government cautions that it is not time to celebrate, as the system remains fragile and South Africa has not yet reached a point of being free from load-shedding.
In your view, what are the implications of load-shedding in education?
Outages can impact students in various ways. For instance, if a student’s phone runs out of battery, they may miss class because their alarm doesn’t go off the next morning. Similarly, an evening power cut before a test could prevent students from reviewing their notes one last time.
Sometimes, electricity is not restored as scheduled, leaving people without power for several additional hours. These interruptions negatively impact students’ concentration and motivation, and can damage the devices they rely on for their studies.
Thankfully, the worst days of load-shedding appear to be over, and the country is moving towards a more stable energy future, one where, hopefully soon, load-shedding will be nothing more than a thing from the past.
What are your thoughts on technology?
Access to digital devices continues to be a considerable barrier. Technological devices often need to be imported, which drives up costs and limits affordability for many. As a result, students frequently rely on older or refurbished devices, doing their best to extend their lifespan.
Also, I’ve deliberately opted for second-hand technology, as in some areas of the country with higher crime rates, new devices are more vulnerable to theft.
I’ve met students whose laptops and phones were stolen, resulting in major disruptions to their studies. Those young learners could not afford to replace their devices right away, particularly with new-brand technology.
Affordability and prevention lead to a greater use of legacy equipment, which may not support the latest software updates, a situation that can create compatibility issues and hinder access to digital learning platforms.
Is e-learning a possibility across the nation?
It’s no longer just a possibility; it’s a reality. However, limited Internet connectivity remains a key barrier to effective e-learning. While high-speed Wi-Fi is generally accessible in major cities, it remains limited in rural areas or impoverished zones, where some communities may not even have reliable mobile data coverage.
While expanding connectivity to these regions will take time, the digital transformation of education is already underway in South Africa, with respected institutions increasingly offering distance learning programmes.
How do you see the future of education in South Africa?
South Africa is a remarkably resilient nation that consistently finds ways to overcome adversity, and I believe education will be no exception.
There is a strong awareness of the transformative power of education, and efforts to improve its quality continue, despite challenges related to electricity supply, Internet connectivity, and access to technology.
In spite of these obstacles, South Africa leads the continent in education and has made impressive strides in digitalisation, attracting students from across the globe, and at Smowltech, we’re proud to support and contribute to this educational transformation.
Our expanding client base includes Mancosa, Regent Business School, Richfield, the South African Institute of Public Accountants, and Sea Safety Training Group, and we’re confident that many more will join the educational revolution in the years ahead.
And in the rest of the continent?
What we hear from our clients, along with the insights we gain from educational events, reinforces what we already knew: Africa is thriving, not only in education, but especially in digital learning. To me, the key is using tools that adapt effectively to the distinct challenges of each country.
For example, SMOWL has proven transformative for Amref International University (AMIU) in Kenya, where many students use older computers and rely on 3G mobile Internet. As Geoffrey Ng’ang’a, ICT Manager, explained, “SMOWL demonstrates that proctoring for exams is possible in remote areas where the Internet is poor.”
Let´s talk AI. Is it a reason for concern in education?
As long as AI is complemented with critical thinking in the learning process and used as a support tool rather than a substitute for human judgment, it should not be seen as a cause for concern.
Assessments are designed to measure acquired knowledge, allowing educators to determine whether students have achieved the intended learning outcomes. Even with the availability of AI, the core goal remains ensuring that students truly learn what they are meant to learn.
That said, AI can also be tempting for students seeking to cheat in digital assessments. With the ability to generate detailed and often accurate answers in seconds, AI chatbots pose significant challenges, and this is where proctoring solutions become essential.
AI can be leveraged both to cheat and to prevent cheating. At Smowltech, we use artificial intelligence as the foundation of our solution, but we also believe in the value of combining automation with human oversight.
That’s why we give our clients the flexibility to choose: either rely on human review of results or automate the process by setting rules that disqualify examinees based on suspicious behaviours. Regardless of their choice, the final say in academic decisions lies with the institutions.
What advice would you give to institutions looking to invest in technology?
I would advise them to test the technology thoroughly before committing, especially if the country faces specific challenges like those mentioned above. At Smowltech, for instance, we provide trial licences at no cost so clients can determine whether our tool is the best fit for their needs.
Introducing new technologies may involve challenges, such as resistance to change or the need for user training. This is why it’s important for institutions to select software that aligns with their needs from the start. It is also advisable to consider scalable solutions, so the chosen technology can grow alongside the institution or business.
