A reflective practice in a higher education context through the lens of social realist theory

Abstract

This portfolio documents an academic essay examining the integration of technology in higher education, with a specific focus on the University of Namibia (UNAM). The work explores how digital tools, online platforms, and virtual learning environments transformed teaching, learning, assessment, and supervision, particularly during and after the COVID‑19 pandemic. It analyses the shift to online learning, the increased accessibility and interactivity enabled by educational technologies, and the implications for students and lecturers. Using Margaret Archer’s social realist theory as an analytical lens, the study unpacks the structural, cultural, and agential dynamics that shape the adoption and use of educational technologies in higher education. The essay provides a nuanced understanding of how contextual conditions, institutional practices, and human agency interact to influence technological integration and pedagogical transformation in university settings.