Rural High School Learners’ Perceptions of Transitioning from High School to Higher Education Institutions (HEIs) in Mpumalanga, South Africa

Abstract

This paper explores rural high school learners’ perceptions of transitioning to higher education institutions (HEIs) in Mpumalanga, South Africa. Drawing on data from focus group discussions and reflective essays conducted during a community engagement initiative, the study investigates high school learners’ expectations, meanings, and concerns about transitioning into tertiary education. Guided by the transition theory, the findings reveal that high school learners are aware of the academic demands of HEIs and view higher education as a pathway to social mobility. However, they also expressed concerns about financial challenges, limited preparedness, and social adjustment. The study highlights the importance of academic support, career guidance, mentorship, and financial assistance in enabling better transitions. By centering rural high school learners’ voices, the paper contributes to the literature on equitable access to higher education and the challenges rural learners face in navigating this critical shift.