Abstract:
This study explores how Master of Nursing Sci-
ence students navigate technology-mediated learning and
institutional support, examining how digital platforms ei-
ther promote or hinder equitable access in resource-lim-
ited contexts through a critical pedagogy lens. A qualita-
tive research approach, specifically constructivist
grounded theory, was used to explore the problem. Data
were collected during three focus group discussions in-
volving 24 Master of Nursing Science students from the
National University of Lesotho. The analysis identified
key structural barriers, including unreliable internet con-
nectivity, inadequate training on digital platforms, and
disparities in technological literacy, which constrained
students’ full participation in online learning. In response
to these challenges, students developed adaptive strate-
gies such as peer support networks, self-directed learning,
and emotional resilience. However, relying on individual
agency rather than systemic transformation underscores
the persistent inequities that postgraduate students expe-
rience in resource-limited contexts. The findings highlight
the need for universities to transition from passive re-
source provision to proactive institutional engagement,
ensuring structured support that fosters meaningful
learning experiences. To achieve equitable access in
technology-mediated postgraduate nursing education, institutions must invest in digital
infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to
the discourse on democratic education by advocating for systemic reforms that promote inclusive and
participatory learning environments in postgraduate nursing education.
