Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts

Abstract

This study explores how Master of Nursing Sci­ence students navigate technology-mediated learning and institutional support, examining how digital platforms ei­ther promote or hinder equitable access in resource-lim­ited contexts through a critical pedagogy lens. A qualita­tive research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions in­volving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet con­nectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strate­gies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students expe­rience in resource-limited contexts. The findings highlight the need for universities to transition from passive re­source provision to proactive institutional engagement, ensuring structured support that fosters mean­ingful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education.

Keywords

• access
• democratic education
• postgraduate nursing
• students’ support
• technology