Digital Equity and Social Justice in Academic Libraries in South Africa: A Systematic Review of Challenges Faced by Students with Disabilities and Technological Interventions

The growth of digital transformation, along with the use of modern technologies for service delivery in academic libraries, has sparked significant debate around digital equity and social justice, particularly in higher education in South Africa, where a digital divide persists. The literature suggests that digital transformation in academic libraries promises a significant shift in academic library service delivery, and the significant transformation of user experience. Disparities in digital access and infrastructure continue to impact students, particularly those living with disabilities. This systematic review study was guided by the PRISMA methodology to explore the current state of digital equity and social inclusion in academic libraries and how technological interventions such as smart libraries and assistive technologies enhance social justice. The findings shed light on the effectiveness of digital transformation initiatives and highlighted strategies that academic libraries can implement to promote equitable access to resources and services. The findings indicate significant discrepancies that perpetuate social exclusion. Many students with disabilities are not sufficiently accommodated or supported due to inadequate resources and ineffective strategies within academic libraries.  The study revealed that various digital technologies currently integrated in academic libraries seem to have ushered society to a scenario where only those who already have access to technology and digital literacy skills can fully benefit from this transformation, leaving behind the student population from marginalised backgrounds, and those with disabilities. Nevertheless, this systematic review contributes to the ongoing discourse on digital transformation in academic libraries by providing insights into how technology-driven initiatives enhance access and inclusion in South African higher education.