1. Introduction

This study investigated the subject of inclusivity in distance education from the dimension of technology use, in the context of South Africa, with the intention and by extension that it would apply to developing and underdeveloped countries of the world where access to technology remains a struggle. The study was guided by a research question: What is inclusivity in distance education from the dimension of access to technology, technology disability and skills?

2. Application

There is need for educational leaders to consider reconceptualising disabilities and inclusivity with regards to the postdigital era. This is based on the notion that disabilities and the need for inclusivity with regards to teaching and learning in the 21^st century and by extension the digital and postdigital eras goes beyond physical impairment. The case of people who are unable to manipulate technological gadget in the corridors of teaching and learning are to be considered. Moreover, they are likely to experience some difficult situations with regards to teaching and learning as would be encountered by people living with disabilities in various ways. Meanwhile, in the specific context of South Africa, transforming the higher education sector in alignment with “the South African Constitution has led to increased enrolments of learners with disabilities” (Ntombela, 2020, 18). For instance, “over the last four decades, increasing numbers of disabled learners have entered institutions of higher education worldwide. Since 1994, the South African Government has been committed to transforming educational policy to redress the past oppression of disabled persons” (Isaacs, 2020, 58). This is suggestive of the efforts being made as well as the extent to which the nation attempts to cater for persons with disabilities and ensuring inclusivity in the higher education sector especially following the long history of apartheid prior to 1994. The same can be said of the majority world which is predominantly African nations and others categorised as developing and underdeveloped. In some other instances, these nations are considered as the ‘global south’

Furthermore, inclusivity in the higher education of underdeveloped and developing countries can be viewed from the perspective of the nations attempting to follow the Sustainable Development Goal (SDG) 4 of the United Nations (2015), which is targeted at ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. In the South African context, McKenzie and Dalton (2020, 1) state that “South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity”. This is indicative of the extent to which inclusive education is embraced and upheld in and by the nation. In congruence, Makuya and Sedibe (2021) emphasize that “the policy of inclusion is one of the key policies enacted by the Department of Education in South Africa since the demise of apartheid” (p. 561). In furtherance, from a historical point of view, McKenzie and Dalton (2020, 1), citing Gwalla-Ogisi, Nkabinde and Rodriguez (2006), state that “with the advent of democracy in South Africa, issues of curriculum change and provision of quality education to all children of all race groups assumed a high priority, largely because of the preferential treatment of white children under apartheid”. McKenzie and Dalton (2020) hold the view that “an overhaul of the entire education system was undertaken, and this included a reconsideration of special education and educational support” (p. 2). In South Africa, although schools as well as educators in the context of this study are doing their best to ensure inclusivity in education, certain challenges tend to affect efforts made (Shadaya & Mushoriwa, 2017). However, Morrison, Brand and Cilliers (2009) had earlier stated that “dealing with the special needs of learners with disabilities brings new challenges to institutions” (p. 202). This suggests that while challenges are being resolved, there are tendencies for more to emanate. Thus, schools which aim at receiving recognition for more inclusivity need a proactive approach which cuts across the entire institutional environment (Morrison, Brand & Cilliers, 2009). However, how proactive can the approach be? What would the likely outcome of such be? Meanwhile, all these are in the singular focus of inclusivity in terms of the impaired - people living with disabilities. What then is the fate of those living with technological disabilities due to their inabilities to manipulate technological gadgets, yet living in the digital era? Nothing seems to be said or done about such people. Hence, a crucial question needs to be asked and answers proffered: How inclusive is inclusive education in the digital and postdigital eras? This is because there is need to trace how inclusive education is perceived in the South African context in relation to how it should be in the digital and postdigital eraa. Suffice to state that while, inclusivity in the context of historically disadvantaged (black) persons, inclusivity in the context of physically challenged (disabled) persons, inclusivity - for persons with special educational needs (SEN), among others are crucial and provision made for in the South African context, technologically disabled persons seems to be left out. Whilst this may be possible and acceptable pre-21^st century or predigital era, it is almost impossible in the digital and postdigital era. Technology is a major useful tool in demand for teaching and learning in the 21^st century, let alone for distance education.

3. Influence

The concept of inclusive education remains a term associated with physically challenged people; in other words, persons with disabilities. In the context of South Africa, inclusivity in education may be attributed to the context of two dimensions, particularly of historically disadvantaged persons who are predominantly from black areas, and physically impaired persons. However, in the digital and/or postdigital eras, inclusivity is to be reconsidered and redefined. In other words, the focus on inclusive education in the South African context and by extension the majority world is directed towards physically impaired or challenged persons whereas non-digitally savvy persons are to be considered.

4. New Progress

There is need for educational leaders to consider reconceptualising disabilities and inclusivity with regards to the postdigital era. Meanwhile, distance education should be reconsidered to include issues revolving around lack of knowledge and skills in the use of technology. This could be as a result of learners’ lack of access to needed technological gadgets and technology such as computers, internet connectivity, technological skills and so forth. Also, policies of inclusivity in education should be reviewed and revised to include persons who lack technological knowledge and skills.