New Systematic Review Highlights Persistent Barriers to Digital Access in South African University Libraries

The recent publication of a comprehensive systematic review in Mousaion: South African Journal of Information Studies brings fresh attention to the ongoing struggle for digital equity within the country’s higher education libraries. Authored by Amahle Khumalo of Durban University of Technology, the study titled “Digital Equity and Social Justice in Academic Libraries in South Africa: A Systematic Review of Challenges Faced by Students with Disabilities and Technological Interventions” applies the PRISMA methodology to examine how libraries are responding to the needs of students with disabilities amid rapid digital transformation.

South Africa’s higher education sector continues to grapple with the legacy of apartheid-era inequalities, where access to technology remains uneven across historically disadvantaged institutions and rural campuses. The review underscores that while many universities have invested in smart library technologies and assistive devices, significant gaps persist for students living with disabilities.

Context of Digital Transformation in South African Higher Education

Digital transformation in academic libraries has accelerated since the COVID-19 pandemic, with institutions adopting online catalogues, electronic resources, and AI-driven services. The Department of Higher Education and Training has emphasised the importance of inclusive practices through its policies on student success and transformation. However, the digital divide remains pronounced, particularly for students from marginalised communities and those requiring assistive technologies such as screen readers, braille displays, or speech-to-text software.

Academic libraries at universities including the University of Zululand and others have piloted inclusive education programmes, yet the review finds that resource constraints and inconsistent implementation often limit their impact. The Council on Higher Education continues to monitor these developments as part of broader quality assurance efforts in the sector.

Key Findings from the Systematic Review

The PRISMA-guided analysis of existing literature reveals that many students with disabilities encounter barriers ranging from inaccessible digital platforms to insufficient training for library staff. Smart technologies offer promise for greater inclusion, yet their deployment frequently favours users who already possess digital literacy and reliable internet access.

Findings indicate that without targeted interventions, digital transformation risks deepening exclusion rather than alleviating it. The study calls for libraries to adopt more deliberate strategies that prioritise universal design and ongoing evaluation of accessibility features.

Role of Assistive Technologies and Smart Libraries

Assistive technologies play a central role in bridging gaps. Examples include adaptive software integrated into library management systems and mobile applications designed for visually or hearing-impaired users. Smart libraries, incorporating AI for personalised resource recommendations, can further support equitable access when implemented with social justice principles in mind.

The review highlights successful cases where institutions have combined technology with staff development programmes, leading to improved user experiences for students with disabilities. These approaches align with broader national goals of social inclusion outlined in higher education transformation frameworks.

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Challenges in Implementation Across Institutions

Resource disparities between well-funded urban universities and those in rural or historically disadvantaged areas remain a core obstacle. Funding limitations affect the procurement and maintenance of assistive devices, while varying levels of institutional commitment influence the prioritisation of digital equity initiatives.

Staff training emerges as another critical area. Many library professionals require updated skills to support users with diverse needs effectively. Collaboration between libraries, disability units, and academic departments is recommended to create holistic support systems.

Stakeholder Perspectives and Broader Implications

University administrators, librarians, and student support services all have roles to play in advancing digital equity. The review emphasises that social justice in libraries extends beyond technology to encompass policy, culture, and sustained investment. Students with disabilities often report feeling marginalised when services fail to meet their needs, affecting academic performance and retention rates.

These issues intersect with national priorities around transformation and decolonisation in higher education, where libraries serve as vital spaces for knowledge access and community building.

Strategies and Recommendations for Academic Libraries

The study proposes several actionable steps, including the adoption of universal design principles in digital services, regular accessibility audits, and partnerships with technology providers specialising in assistive solutions. Libraries are encouraged to involve students with disabilities in the design and evaluation of new systems.

Professional development programmes focused on inclusive practices and the integration of open educational resources that prioritise accessibility are also highlighted as effective measures.

Future Outlook for Digital Equity in South African Libraries

As higher education continues to evolve, the integration of emerging technologies such as AI and machine learning holds potential for more personalised and inclusive library experiences. However, success depends on addressing foundational issues of infrastructure, funding, and policy alignment.

The publication contributes to ongoing conversations within bodies such as the Library and Information Association of South Africa and the Committee of Higher Education Libraries of South Africa, encouraging a more coordinated national approach to digital inclusion.

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Implications for University Administrators and Librarians

University leaders are urged to view digital equity not merely as a compliance issue but as a core component of institutional transformation and student success strategies. Investment in these areas can enhance overall institutional reputation and support broader societal goals of inclusion.

Librarians, in turn, are positioned as key advocates for change, capable of influencing both service delivery and institutional policy through evidence-based advocacy.

Actionable Insights for the Sector

Institutions can begin by conducting internal audits of current digital offerings against accessibility standards. Engaging with national frameworks and international best practices provides a roadmap for improvement. Collaboration across the sector, including sharing of successful models, can accelerate progress for all South African academic libraries.