Technology use by Undergraduate South African Speech-Language Therapists in clinical practice : What we know and where do we go?

Abstract

Background: Technology is transforming speech-language therapy by enhancing accessibility and client engagement through tools, such as telehealth and therapy applications (apps). Most tools were developed in high-income countries, limiting their relevance in South Africa’s diverse linguistic and cultural context. Undergraduate students face barriers, including limited training and uncertainty about app quality. Objective: This study described factors influencing South African SLT students’ selection and use of technology in clinical practice, and explored their perceived benefits, challenges, readiness, and self-assessed competence. Method: The study was conducted at a South African university among senior undergraduate SLT students with clinical experience in resource-limited environments. A descriptive cross-sectional survey was administered to 31 participants using a 27-item online questionnaire. Quantitative data were analysed statistically, and qualitative responses thematically. Results: Limited use of digital tools (48.4%), with reliance on social media (87.1%). The majority (90.3%) of participants reported no use of telehealth or therapy applications. Benefits included improved client engagement (64.5%) and easier access to resources (58.1%), although most agreed that digital tools cannot replace in-person therapy (83.9%). Confidence in technology use was moderate (64.5%), with few feeling competent (12.9%) and nearly all expressing a strong need for further training (96.8%). Conclusions: The study highlights the gap between the availability of digital tools and the preparedness of South African SLT students to use them effectively, underscoring the need for structured training and contextually relevant resources in undergraduate curricula.