Abstract

RZYANKINA, Ekaterina. How engineering students use STEM e-textbooks. Journal of Education [online]. 2025, n.102, pp.22-40. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i102a02.

Higher education in South Africa has undergone a significant transformation in bringing unique challenges to both students and lecturers. One such challenge concerns the integration of digital technologies, particularly e-textbooks, into the teaching and learning process. In this study, I focus on first-year engineering students from two departments at a South African University of Technology. I employed a qualitative case study approach, drawing on data from fourteen students through individual semi-structured interviews, focus group discussions, classroom observations, and think-aloud protocols. Guided by the affordances framework, the analysis examined patterns of interaction with e-textbooks and the utilisation of their features. Findings reveal that, while students valued e-textbooks for accessibility and multimedia resources, many still relied on handwritten notes, thus reflecting prior schooling practices and limited digital literacy development. I conclude by emphasising the need for universities to provide targeted digital literacy training.

Keywords : digital literacy practices; reading e-textbooks for learning; affordances; patterns of interaction; engineering education.

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