Integrating e-textbooks in South African classrooms: A systematic literature review of implementation barriers and educational potential

The integration of digital technology in education is rapidly expanding globally, including within South African classrooms. This research review critically examined the digital learning environment in South Africa, focusing specifically on the pedagogical role of e-textbooks, their effectiveness as learning tools, the barriers affecting their integration, and the perceptions of teachers and learners regarding their use in South African classrooms. The review began by defining e-textbooks and outlining their current implementation in South African schools. It explored their future potential and examined how e-textbooks could address challenges such as limited access to physical textbooks, especially in under-resourced areas. While e-textbooks offer many advantages, the review also highlights major barriers, including poor infrastructure, the digital divide, insufficient teacher training, and low levels of digital literacy among both teachers and learners. A systematic literature review methodology was used to ensure academic rigour. The paper synthesized perception-related findings drawn from empirical studies identified in the systematic review, focusing on how teachers and learners experience e-textbooks in terms of usability, learning effectiveness, and integration into classroom practice. Sociocultural factors, such as language diversity and unequal access to digital tools, were discussed as part of the contextual realities that affect the implementation and everyday use of e-textbooks, rather than as a separate focus on digital adoption. In conclusion, the review highlighted that while e-textbooks offer meaningful benefits—such as improved accessibility, interactive learning opportunities, and reduced reliance on physical resources—their successful integration is hindered by persistent challenges, including inadequate infrastructure, limited teacher training, and unequal digital access.