Towards a Holistic Approach to Social Justice in Higher Education: Equity, Equality, Quality, and Relevance Across the Pre-, Intra-, and Post-COVID-19 Pandemic Phases

The discourse surrounding social justice has been a central theme in South Africa and globally. However, despite sustained debates within the higher education sector, challenges related to social justice persist. The onset of the COVID-19 pandemic has exacerbated pre-existing issues, further complicating educational equity initiatives. This chapter advocates for a shift from a simplistic understanding of social justice toward a more nuanced conceptualisation that acknowledges its inherent complexities. By unpacking the multiple dimensions associated with social justice, the chapter aims to offer researchers and academics new ways to engage with these issues more effectively. Evidence on interventions undertaken to address social justice challenges during the COVID-19 pandemic is consolidated, highlighting how disparities in higher education have been amplified. Findings indicate that the rapid transition to remote learning has disproportionately impacted students from marginalised, low-income backgrounds, thereby exacerbating educational inequalities. The chapter argues for the reconceptualisation of social justice as a framework to bridge these gaps, specifically leveraging low-technology solutions that students and educators are familiar with. Such an approach not only enhances the relevance of educational practices but also promotes the quality of teaching and learning. Embracing these low-tech interventions may facilitate more inclusive pedagogies and help mitigate the socioeconomic barriers that hinder educational access and success.