From Classroom to Online: Security, Privacy, and Broader Challenges in Higher Education in the Global South

Abstract

The COVID- 19 pandemic forced higher education institutions worldwide to transition abruptly from traditional classroom teaching to online learning, a shift that exposed significant vulnerabilities in digital readiness, particularly in the Global South, where ICT infrastructure and technological adoption remain underdeveloped. This study investigates the security, privacy, and broader implementation challenges faced by students and lecturers during this transition, using the Technology Readiness and Acceptance Model (TRAM) as the guiding framework. Employing a quantitative case study approach, data were gathered from 1,248 respondents and analyzed using Structural Equation Modelling (SEM) in Amos. The findings reveal that all thirteen hypothesized relationships were statistically significant, demonstrating that perceived usefulness, ease of use, and institutional readiness strongly influence e- learning adoption. Conversely, security and privacy concerns were found to heighten discomfort, diminish optimism, and impede readiness for online learning. The study highlights the urgent need for robust digital infrastructure, comprehensive cybersecurity measures, and targeted digital literacy training to enhance trust and promote sustainable e- learning integration in resource- constrained contexts.