COVID-19’s’ Impact on Students’ Digital Identity and Academic Success at South African Higher Education Institutions

Students are expected to have technology know-how. However, the COVID-19 pandemic made this necessary and integral to a student’s success. To survive the new mode of technology-based learning and ensure work readiness for students, they need to develop digital knowledge, skills, and identities. Knowledge of the nature of these identities and their impacts on student’s success is important but scarce. Without extensive knowledge, higher education institutes risk providing inadequate initiatives, support, delivery, and resources that may not benefit a student’s learning and success. This study sought to explore the pandemic-influenced digital identity of students at a private higher education institute and its impact on student success. Semi-structured interviews were conducted with second-year students to gain an in-depth understanding of the phenomenon. The data collected were analysed thematically, and Goode’s (2010) framework on technology identity was adapted to create themes. The study findings have implications for higher education institutes, academics, and students looking to have a thriving educational digital space. These implications include adapting teaching and learning strategies to benefit students’ success further. The findings provide insight into how stakeholders can develop and improve students’ digital identity for impact beyond the classroom.