Utilising social constructivism, with this qualitative bounded case study I explored how learners learnt under conditions of a pandemic enforced lockdown. Self-determination theory and resilience theory provided the theoretical frameworks of this study. Participants comprised a sample of learners and teachers in 5 South African schools. In this article I report on the learning experiences of learners during the COVID-19 pandemic. Data capture included a mix of semi structured interviews and reflections. Data were analysed using the content analysis method. Findings presented were threefold: Firstly, flocking together in times of a crisis: a community of compassionate and caring learners emerged. Learners were empowered through a community of practice of shared learning experiences. Secondly, the lack of traditional instruction led to the emergence of learner agency, as learners took ownership of their learning. Thirdly, learner resilience: in the face of a crisis and enormous uncertainty these learners did not lose hope, their courage and resilience served as their mainstay. Education systems must move beyond compliance-driven models that rely predominantly on external regulation. Instead, future designs should intentionally cultivate communities of care, embed learner voice and choice, and foreground competence-building through authentic, collaborative, and technology-enabled inquiry. Technology must not serve as a passive delivery mechanism for content consumption (watching videos, reading), but as an active platform for creation, connection, and contribution (create podcasts, produce videos, write blogs, or develop, build, and code robots). This study holds serious implications for future designs and policy options if we want to ensure that no child is left behind.

https://doi.org/10.15700/saje.v46n3a2712

ORCiD iD of author:
Saloshna Vandeyar - https://orcid.org/0000-0003-0195-6330