An analysis of the ethical implications of the lack of educational resources for learners in under-resourced communities: the case of rural high school in the township of motherwell, Eastern Cape.

Abstract

This study examines the ethical implications of inadequate educational resources in underresourced high schools in Motherwell, Eastern Cape, South Africa. Many schools in this area face severe shortages of textbooks, computers, classrooms, and laboratories, which negatively affect teaching and learning. The research focuses on how these shortages violate learners’ rights to quality and fair education, contributing to poor performance and low motivation. Using an auto-ethnographic case study and the DECA (Describe, Evaluate, Consult, Act) ethical framework, the study combines personal experience with literature and community perspectives to gain a deeper understanding of the issue. Findings indicate that historical inequalities, inadequate funding, and ineffective policy implementation persistently disadvantage rural learners. The study concludes that addressing this problem requires ethical leadership, community engagement, and more equitable resource allocation, guided by principles of social justice. Recommendations include fair funding, improved infrastructure, teacher support, and stronger digital access for all schools.