More South African students turning back to classroom learning for structure and support

More South African students are returning to traditional classroom learning, seeking the structure, support and human interaction that online education struggles to replicate. As digital learning expands, young people are increasingly valuing the tangible benefits of face-to-face instruction, particularly in fostering academic success and personal growth. According to the Department of Higher Education and Training’s (DHET) latest report on post-school education and training, nearly two-thirds of students in South Africa are enrolled in contact programmes. Across public higher education institutions, 65.3% of students were registered for in-person courses during the reporting period. This figure contrasts sharply with the lower enrollment rates observed in distance-learning programs, underscoring a clear preference for structured, interactive educational experiences. Contact-learning students demonstrated significantly better performance, achieving an average success rate of 81.6%, compared to 70.9% among distance learners. Graduation outcomes further illustrate this trend, with 25% of undergraduate students completing their degrees under contact-learning models, versus just 15% for those following remote study paths. For doctoral candidates, the gap was even more pronounced, with 20% graduating from contact programmes against 15% from distance ones. These statistics reflect a broader recognition that certain elements of education, such as mentorship, peer collaboration and hands-on experimentation, cannot be fully replicated through digital means. Students entering university from high school environments where teachers managed workload and provided direct oversight are finding that distance learning strips away these essential supports. Without consistent monitoring, many struggle to maintain motivation and meet academic standards, especially given the increased independence required at the tertiary level. Home environments present additional challenges for distance learners. Many students live in overcrowded households where distractions are constant, and basic learning conditions, like a quiet space, reliable internet and functioning devices, are often lacking. These factors contribute to higher dropout and failure rates among remote students, reinforcing the argument that classroom settings offer a more conducive atmosphere for focused study. Contact learning also helps separate academic responsibilities from domestic obligations. Attending classes regularly establishes a predictable schedule, allowing students to dedicate specific times to coursework. In contrast, distance learners must self-regulate their time, often juggling multiple roles within the household. This lack of external structure can lead to delays in identifying and addressing academic difficulties, compounding over time. Classrooms provide opportunities for early intervention. When students miss classes or fail to complete assignments, instructors and peers can notice and step in to assist. This proactive support is less likely in distance learning scenarios, where students must identify and resolve issues independently. The result is a greater likelihood of academic setbacks for those relying solely on digital platforms. Beyond academic performance, contact learning offers unique advantages that mirror real-world professional environments. Access to labs, studios and collaborative spaces enables students to engage in problem-solving under conditions similar to those they will face in their careers. This experiential component enhances both skill development and confidence, making campus-based learning invaluable for long-term career readiness. For students requiring additional guidance, the classroom model presents a compelling alternative. Those lacking the necessary resources or support at home may find that returning to in-person instruction provides the stability and encouragement needed to thrive academically. As the demand for structured learning continues to grow, universities and policymakers may need to reassess how best to balance digital flexibility with the irreplaceable value of face-to-face engagement.