Comparative learning challenges experienced by students in rural universities of developing nations in Sub-Sahara Africa

Purpose: The purpose of this paper is to explore the common learning challenges experienced by undergraduates in selected rural universities in Nigeria and South Africa. Rural universities are strategically established and expected to enhance sustainable development by meeting the needs of host communities. Hence, an attempt is made to trace factors hindering the attainment of the goals. Design/methodology/approach: A quantitative research method was adopted for data collection. A self-designed questionnaire was administered to 2,335 randomly selected third-year students. Findings: The outcome of the study shows that six common learning challenges: cognitive learning challenges, easy loss of concentration, previous learning experiences, distance, student–lecturer relationship as well as policy making and implementation are experienced by undergraduates in the two universities. Research limitations/implications: This research shows the common challenges experienced by undergraduates in rural universities. However, the study is limited to two selected universities in Nigeria and South Africa. Practical implications: These results are useful in guiding education stakeholders in policy making and how quality education can be provided for rural-based undergraduates. Originality/value: The research suggests various ways by which common learning challenges experienced by students in rural universities can be overcome. It will be of immense value to curriculum designers and implementers toward sustainable nation building.