Abstract
Resilience is understood as a multifaceted process, drawing on various contextual and personal resources that interact in complex ways over time. During challenging learning contexts such as COVID-19, load-shedding, and protest movements, students encounter multiple challenges, including social isolation, depression, low self-esteem, academic stress, and technological issues. This article reports on the quantitative aspect of a larger mixed-methods study, focusing on the responses of Afrikaans home language students. The aim of the broader mixed-methods study was to develop a reliable and valid academic resilience scale (ARS) to assess how education students in South African public higher education institutions (HEIs) experience academic resilience during challenging learning contexts. Most academic resilience scales have so far been developed for use in the Global North, and no scales have yet been specifically created for South Africa (and the Global South); therefore, there is an urgent need to develop an appropriate scale for this context. The importance of having resilient education students cannot be overstated, as South Africa is currently facing a significant shortage of teachers – a situation that is worsening according to recent statistics. It has been reported that the demand for qualified educators is increasing due to population growth and the retirement of existing teachers. The inability to retain education students throughout their studies further exacerbates this crisis. If students are not equipped with sufficient resilience, they may struggle to complete their studies, leading to a decrease in the number of trained professionals entering the workforce. Academic resilience is, therefore, not only crucial for individual student success but also plays a vital role in ensuring the sustainability and effectiveness of the broader education system in South Africa. By ensuring that education students develop resilience, we not only help them to complete their degrees but also ensure that they are better equipped to handle the challenges of the teaching profession. This, in turn, helps to address the critical need for qualified teachers and supports the overall improvement of the South African education system.
In this article, the focus is not on establishing the reliability and validity of the newly created ARS, as this is reported in another paper. The focus of this study is to analyse and report on the questionnaire responses of the respondents who indicated that their home language is Afrikaans. The study was framed by the socio-ecological resilience theory (SERT), embedded within the context-input-process-output (CIPO) model, to provide a holistic overview of students’ experiences (Anderies, Folke, Walker and Ostrom 2013; Scheerens 1990). The integration of these theoretical models allows for a comprehensive understanding of resilience as a process influenced by multiple factors. SERT examines resilience as an interaction between individuals and their environment, highlighting how students draw upon various forms of support, both internal and external, to overcome challenges. The CIPO model, on the other hand, provides a structured approach to analysing how different inputs (e.g., student background, institutional support), processes (e.g., coping mechanisms, engagement strategies), and outputs (e.g., academic performance, psychological well-being) contribute to resilience.
The study used non-probability purposive and snowball sampling techniques and invited all undergraduate education students enrolled between 2020 and 2023 at three participating South African HEIs to participate. Of the 343 students that completed the ARS, 64 indicated that their home language was Afrikaans; thus, the results of 64 respondents were considered in this study. The ARS, consisting of 67 questions, has six factors, namely, F1: student-lecturer relationship, F2: academic and administrative stress, F3: university support, engagement and communication, F4: persistence, F5: social support structure, and F6: technology issues. The two factors that came out the strongest in terms of resilience were social support structure followed by persistence. Social support plays a crucial role in enhancing students’ resilience, as it provides both emotional and practical assistance. The presence of strong peer networks, mentorship programmes, and supportive academic environments enables students to navigate academic stress more effectively. Persistence, the second strongest factor, is essential for overcoming obstacles, as it reflects students’ ability to remain committed to their academic goals despite difficulties. These findings align with global research on academic resilience, which emphasises the importance of social connections and perseverance in educational success. The factor that played the smallest role was technology issues.
The study recommends that, since social support structures emerged as the most significant factor contributing to resilience, higher education institutions should prioritise enhancing both formal and informal support systems for students. This could include expanding access to counselling services and peer mentorship programmes, and creating opportunities for students to engage in supportive communities, both on-campus and online. Institutions should also encourage student involvement in social groups and networks that provide emotional and academic support. Since persistence was identified as the second strongest factor, institutions should implement programmes aimed at fostering and strengthening perseverance in students. This could include offering resilience-building workshops that specifically focus on strategies to enhance persistence and sustain motivation in the face of challenges.
In light of the findings, future research should explore how resilience varies among students from different linguistic and cultural backgrounds in South Africa. Expanding the sample size to include students from various socio-economic backgrounds and institutions could provide deeper insights into the diverse factors influencing resilience. Additionally, longitudinal studies tracking students’ resilience levels over time could help identify the long-term impact of resilience-building interventions in higher education.
In conclusion, this study highlights the crucial role of social support and persistence in fostering academic resilience among Afrikaans-speaking undergraduate education students. By addressing the challenges identified in this research, higher education institutions can create a more supportive and resilient student body. The findings contribute valuable knowledge to the field of academic resilience, particularly within the unique South African context, where students face a range of socio-economic and institutional challenges. The development of the ARS provides a valuable tool for assessing and strengthening resilience, ensuring that education students are well-equipped to succeed in both their academic and professional careers.
Keywords: academic resilience; academic resilience scale (ARS); context-input-process-output (CIPO) model; higher education institutions; resilience; socio-ecological resilience theory (SERT) model; undergraduate students
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