Introduction

As Adult Learning and Education (ALE) in Southern Africa evolves, practitioners seek ways to make learning more accessible, engaging, and effective. The COVID-19 pandemic accelerated the use of digital platforms like WhatsApp, Facebook, and Zoom, showing both the potential and the limitations of online learning. While digital tools allow for flexibility and wider access, they also risk excluding those without internet access, devices, or digital literacy skills. A recent study conducted for MOJA Adult Education Africa, in collaboration with DVV International South Africa, found that educators overwhelmingly prefer hybrid learning—a blend of digital and in-person education—as ALE's most practical and inclusive approach.

This article explores why hybrid learning is the future of ALE and how it can be designed without deepening inequalities.

The Case for Hybrid Learning in Adult Education

1. Digital Access is Unequal—But Hybrid Learning Can Help Bridge the Gap

One of the biggest concerns in the study was the digital divide—many adult learners don’t have smartphones, reliable internet access, or the digital skills needed to navigate online learning. The study highlighted key challenges such as:

• High data costs: Many learners cannot afford mobile data for streaming videos or participating in live sessions.

• Device limitations: Some learners share phones with family members or have outdated devices that struggle to support learning apps.

• Connectivity issues: Rural learners often experience weak or unstable internet connections, making live online learning difficult.

• Digital literacy gaps: Some learners, particularly older adults, are not familiar with navigating digital platforms.

Hybrid learning offers a solution—it allows educators to use digital tools where possible while maintaining in-person learning for those who need it. Instead of replacing classrooms with online platforms, hybrid approaches aim to expand access while keeping ALE grounded in face-to-face engagement.

2. The Role of Social Media in Hybrid Learning

Despite digital inequalities, social media is already being used effectively for ALE across Southern Africa. Educators in the study reported using WhatsApp, Facebook, and other platforms for:

• Sharing learning materials (booklets, voice notes, infographics)

• Facilitating peer discussions outside of class hours

• Supporting learners in remote areas

• Providing real-time feedback and mentorship

However, educators cautioned against relying too heavily on social media, as it can exclude those without devices or digital skills. The study strongly supports the idea that social media should complement, not replace, in-person learning.

3. Hybrid Learning Promotes Engagement and Inclusion

A key finding from the study was that a fully digital learning model can be isolating. Learners thrive when they can interact with their educators and peers in person, and many educators feel that in-person sessions create a sense of community that online platforms struggle to replicate.

Hybrid learning allows for:

• In-person sessions for foundational learning and skill-building

• Digital tools for follow-up discussions, extended learning, and flexibility

• A mix of learning methods to suit different needs and access levels

For example, in Mozambique, one organisation is experimenting with using WhatsApp voice notes to engage learners who struggle with literacy. In South Africa, an ALE programme is combining face-to-face workshops with WhatsApp discussion groups, allowing learners to continue engaging with content even after class ends.

4. Overcoming Barriers to Hybrid Learning

To ensure hybrid learning does not deepen inequalities, the study recommends the following:

a) Digital Literacy Training

Many learners—and even educators—struggle with navigating online learning platforms. The study suggests integrating digital literacy training into ALE programmes, ensuring that learners understand how to access and engage with digital content effectively.

b) Reducing Data Costs and Providing Offline Learning Options

Some organisations are sponsoring data for learners or designing low-data learning materials (e.g., PDFs, voice notes, small-sized videos). Educators in the study also suggested providing printed versions of key learning materials for those without digital access.

c) Using Locally Relevant and Multilingual Content

The study found that many learners struggle to engage with content if it is not in their home language. Hybrid learning should incorporate translated materials and in-person discussions in local languages to ensure meaningful engagement.

d) Balancing Online and In-Person Learning

Educators stressed that face-to-face interaction remains crucial for effective learning. Instead of trying to shift everything online, they recommended starting with blended approaches that incorporate some digital tools while keeping strong in-person engagement.

Conclusion: The Future of Adult Education is Thoughtful Hybrid Learning

While digitisation offers exciting opportunities, it is not a one-size-fits-all solution for ALE in Southern Africa. The study highlights that digital tools should be used strategically, ensuring they enhance rather than replace traditional learning.

• Hybrid learning balances flexibility with real-world interaction.

• It helps reach more learners while keeping ALE accessible.

• It avoids the risks of exclusion by ensuring that digital learning does not replace in-person engagement.

As practitioners, we must continue refining hybrid learning models, making them inclusive, accessible, and effective. By doing so, we can ensure that adult education serves all learners—regardless of their digital access or skill levels.

Read the full study HERE.