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Innovative Open Educational Practices for Inclusive Lifelong Learning in Ugandan Universities: Exploring Pedagogies, Technologies, and Specialised Opportunities for Women and Persons with Disabilities
No full textThis study investigates the potential of Open Educational Practices (OEP) to advance inclusive lifelong learning within Ugandan higher education, with a specific focus on women and Persons with Disabilities (PWDs). Grounded in social justice and Universal Design for Learning (UDL) frameworks, the research employs a convergent mixed-methods design, combining quantitative survey data (N = 230) with qualitative insights from case studies, semistructured interviews, and focus group discussions across three public universities. Findings reveal that while OEP, such as flipped classrooms, MOOCs, and AI-mediated tools, offer flexible and scalable pathways for inclusion, their transformative potential remains constrained by systemic challenges, including infrastructural inequities, insufficient digital literacy, and institutional fragmentation. The study underscores the intersectional nature of exclusion in digital education and highlights the critical role of faculty development, inclusive pedagogy, and strategic policy alignment. Drawing on empirical evidence, it offers actionable recommendations for embedding context-sensitive, equity-driven OEP across Uganda’s higher education landscape.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 019
Beyond Traditional Credentials: Exploring Opportunities for Micro-Credentials to Support Lifelong Learning Among Women in Northern Nigeria - Initial Findings
No full textThis paper presents initial findings on the transformative potential of micro-credentials as an alternative approach to promoting lifelong learning among women in Northern Nigeria. It addresses the limitations of traditional credentialing systems, which often fail to consider the socio-cultural and economic realities of women in this region. Despite growing global recognition of non-traditional learning pathways, women in Northern Nigeria continue to face significant barriers, including limited access to formal education and entrenched gender norms. Using a qualitative approach, twelve in-depth interviews were conducted with women aged 18 and above, who are literate in English, across four educationally disadvantaged states. Descriptive statistics and thematic analysis were employed to analyse quantitative and qualitative data respectively. The findings reveal that while micro-credentials are valued for their flexibility and potential to enhance economic participation, challenges such as digital illiteracy, infrastructural deficits, socio-cultural constraints, and concerns about credential legitimacy persist. The study underscores the need for localized, inclusive, and community-driven micro-credential initiatives. It recommends that policymakers support programmes that address digital skills gaps, infrastructure limitations, and gender-specific barriers in order to empower women through flexible, community-based lifelong learning opportunities.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 481
Decoding Micro-Credentials: Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework
No full textMicro-credentials have gained significant interest due to their potential to create flexible learning pathways and offer real-time, up-to-date training for the rapidly evolving labour market. Additionally, international organisations have highlighted their capacity to elevate the value of non-formal education and foster inclusive higher education ecosystems involving diverse stakeholders. This research critically examined the initial conceptualisation of micro-credentials, as presented in foundational OECD and European Commission documents, emphasising their objectives, their role in formal and non-formal education, and the inclusion of diverse actors. A systematic review of completed Erasmus+ projects integrating micro-credentials was conducted using the PRISMA protocol to explore their practical application, including the types of competencies developed, delivery frameworks, and actors involved. Findings reveal a disconnect between the initial intentions and real-world implementations, with a predominant focus on professional competencies, limited engagement with non-formal education, and insufficient involvement of diverse stakeholders. The study concludes with recommendations to harness the full potential of micro-credentials to revitalise higher education by embracing a holistic, inclusive, and equity-driven approach
Feasibility of Addressing Gender-Based Violence by Creating Digital Gender Hubs in Mixed Secondary Schools in the Nyalenda Informal Settlement in Kisumu, Kenya
No full textGender-based violence (GBV) among adolescents in informal urban settlements significantly hinders student safety, gender equity, and educational outcomes. This proof-of-concept study explored the feasibility of implementing Digital Gender Hubs—school-based, youth-responsive digital platforms aimed at addressing GBV through reporting, education, awareness, and support services—in secondary schools within the Nyalenda informal settlement in Kisumu, Kenya. The study covered six objectives: to assess the prevalence and forms of GBV among students; evaluate knowledge, attitudes, and practices (KAP) regarding GBV and digital literacy; determine institutional and infrastructural readiness for implementation; explore the potential of digital platforms as safe spaces for GBV response; identify key stakeholders and assess their support; and develop evidence-based recommendations for the design and sustainability of the hubs. A mixed-methods approach was used, combining quantitative surveys, qualitative focus group discussions (FGDs), and key informant interviews (KIIs). Participants were drawn from three mixed public secondary schools, one special school for the deaf, two NGOs, one community-based organization, and a government GBV recovery centre, all selected for contextual relevance. Gender Transformative Theory informed the study framework, allowing for critical analysis of structural and normative drivers of GBV. Ethical considerations included informed consent and assent, protection of confidentiality, prevention of re-traumatization, and provision of referral services for affected individuals. The study prioritized inclusivity, particularly for students with disabilities, and responsible design of digital tools to prevent misuse. Ethical approval was obtained from the relevant authorities, with all procedures aligned to principles of child protection and cultural sensitivity. Generative AI tools, specifically ChatGPT, DeepSeek, and TurboScribe were used. The study found that Gender-Based Violence (GBV) is widespread in mixed secondary schools within the Nyalenda informal settlement, with girls experiencing sexual exploitation and boys facing physical abuse and neglect. While schools have functional guidance departments and dedicated teachers, they lack training, private counselling spaces, and digital infrastructure. Students and staff have limited digital literacy, and no schools currently use digital platforms for GBV response. Stakeholder engagement is fragmented, with minimal NGO involvement and weak coordination with government actors. However, there is strong support for digital gender hubs that offer anonymous reporting, inclusive design, and integration with legal, health, and psychosocial services. Recommendations emphasize staff training, peer-led programs, community sensitization, and aligning digital hubs with existing policy and data systems for long-term sustainability.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 572
Embracing Self-Directed Learning for Inclusive Open Education: Insights from Student Experiences at a Higher Education Institution in Namibia
No full textThis study assessed the self-directed learning (SDL) capabilities among distance students at the University of Namibia (UNAM). Despite SDL having emerged in the 1800s and being internationally justified and valued, its implementation and practice remain extremely low. Reviewed literature showed inadequate information on strategies used to enhance students’ self-directed learning readiness, knowledge and skills. In fact, a study on education undergraduate students at UNAM found a lack of SDL competencies, as many students relied on lecture notes and summaries. This is despite an institutionalised Open, Distance and eLearning (ODeL) policy which urges academic staff to provide guided SDL to their students. The study employed a qualitative research approach using a case study research design, targeting 81 final year undergraduate distance education students in a Lifelong Learning and Community Education programme of the 2021 cohort. Two research instruments were employed, namely, a questionnaire adapted from Guglielmino’s Self-Directed Learning Readiness Scale and a focus group interview schedule. The purposively sampled participants were 28 students (22 responding to the questionnaire and 6 participating in the focus group discussion). Data from the questionnaire was analysed using content analysis after the researchers had familiarised themselves with data, constructed codes that were grouped into themes related to research questions, while the open-ended responses and the focus group discussion were thematically analysed to understand underlying meanings, experiences, and perspectives of participants about SDL. Findings indicate inadequate efforts to foster students’ self-directed learning, and a lack of SDL awareness among students. Recommendations include the need to cultivate students’ SDL to enhance their learning achievement and take ownership of their educational journey.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 752
Breaking Barriers, Building Futures: Catalyzing Gender Equality Across Five Nations
No full text[POSTER] Despite decades of global advocacy, women and girls in marginalized communities across Asia and Africa continue to face systemic barriers to education, economic participation, and basic rights. The Empowering Women and Girls (EWG) project addresses these challenges through a transformative, multi-country initiative in Bangladesh, Malawi, Mozambique, Pakistan, and Sri Lanka. Over three years, the project aims to train 75,000 women and girls in life and vocational skills, connecting them to education, employment, and entrepreneurship opportunities. Simultaneously, 20,000 men and boys are being trained to support gender equality and challenge harmful social norms. The project engages stakeholders at all levels - individuals, communities, and institutions - to build a supportive environment and ensure long-term impact. This poster presents key findings and compelling evidence from a comprehensive Outcome Monitoring study conducted in the project's second year of implementation. Using a culturally sensitive, mixed-methods approach - including case studies, social mapping, most significant change stories and organizational self-reflection to assess progress - the study engaged around 1,000 respondents across three interconnected pathways and concluded: In rights and decision-making, women gained greater control over personal and economic choices, with growing male support for gender equality; In education, girls' school retention rose by 10-20%, and vocational training enabled women to pursue entrepreneurship and economic independence; and In sustainable livelihoods, climate-smart farming and non-farm income diversification boosted yields and household stability. Additionally, the poster features the value of the community and community-based strategies in driving this transformation including WhatsApp support groups for legal aid and safe dialogue, community forums linking grassroots activism with civil society, traditional leaders advocating against gender-based violence, and the Community Report Cards promoting accountability with 60% community participation. Beyond individual empowerment, the poster demonstrates how the project has strengthened community structures, institutional capacity, and eco-friendly practices. While challenges such as limited state advocacy and infrastructure gaps persist, the project lays a strong foundation for sustainable change. It offers a scalable, community-driven model for advancing gender equality through integrated, locally led approaches in collaboration with governments and civil society.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 781
The Role of Learners as Co-creators of Knowledge in Community-led Open Education
No full textThe increased uptake of open education has transformed traditional models of learning by encouraging collaborative knowledge creation and learner-generated content. This study investigated the role of learners as co-creators of knowledge in community-led open education, focusing on Technical and Vocational Education and Training institutions in Kenya that implement open education practices. The study examined learner contributions to Open Educational Resources, the effect of learner-generated content on knowledge retention, and barriers faced by learners in co-creating knowledge within learning communities. A mixed-methods research design was adopted, combining quantitative surveys with qualitative interviews and focus group discussions to collect data from students, educators, and institutional administrators. The stratified random sampling used in data collection involved selecting a sample size of 150 participants comprising 100 students, 30 educators, and 20 administrators. Quantitative data from the survey instrument were analyzed using descriptive and inferential statistics, while qualitative responses were analyzed thematically. Findings indicated that, whereas over 70% of the students expressed willingness to contribute to Open Educational Resources, only about 40% actively participated due to gaps in digital literacy, institutional support, and incentives. Students who participated in knowledge co-creation tended to demonstrate higher retention of knowledge, supported by constructivist learning theories. However, institutional resistance to learner-generated content and concerns over academic accuracy remained significant barriers. The study recommended policy reforms towards integrating learner-generated content into the formal curricula, digital skill training for students, faculty and departmental development programs, and incentive mechanisms like digital badges and certifications to motivate participation. Addressing these challenges can widen the scope for knowledge democratization, lifelong learning, and sustainable educational ecosystem.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 031
The Voices of TVET Learners: Perspectives on Online Learning Among Learners in Five TVET Institutions in Jamaica
No full textTVET is increasingly moving to the top of the agenda as an agent of social, economic and environmental sustainability. With this comes the need to raise the quality of TVET through the integration of digitization and digitalisation in the teaching and learning process to increase access to diverse learners. This will also increase scope and prepare students for a digital age. The study presents the perspectives from students on online and face to face learning. It uses a mixed method approach employing both quantitative and qualitative approaches to data collection. Students completed a survey and participated in a focus group discussion. The findings suggest that students prefer face to face learning. However, they seem to accept online learning as part of their learning environment. For many of these students, online learning suits their style of learning, and it offers them flexibility. The findings also show that social interaction is valued in the online space and so lessons must be designed to allow for this.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 031
Investigating Employability - Sustainable Development Nexus in Open-Distance Learning
No full textEmployability in higher education is recognised as a crucial aspect of enhancing human capital. The marketoriented values compel universities to play a crucial role in contributing to a knowledge-driven economy by developing graduate employability. Open Distance Learning (ODL) contributes to the realisation of quality and affordable education and promotes graduate employability by providing needs-based skills required by the contemporary labour market. Against this backdrop this review study aims to understand critical and explorative concepts of employability and sustainable development in an ODL university. The study comprehensively reviewed the literature sourced from ERIC, Google Scholar and Scopus databases from 2013-2023. Insights from the reviewed literature, revealed the following themes: employability in open distance learning context, education for sustainable development, linking employability to sustainability in ODL and critical issues in ODL. The findings suggest that the contribution of universities should go beyond teaching disciplinary content and should enhance graduate employability considering a diverse cohort of students. The review contributes to the field of higher education by articulating that strengthening the competencies of graduates produced in ODL provides actionable knowledge relevant to promoting student development and solving complex-socio-economic challenges related to sustainable development. The review provides critical insights into improving employability and sustainability in ODL.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 477
Enhancing Inclusivity of Open Learning Through E-Supervision of Students' Final Year Project Report: Experience of the National Teachers' Institute Kaduna-Nigeria
No full textThis study explores the effectiveness of e-Supervision in the final year project reports of Bachelor of Education (B.Ed.) students at the National Teachers’ Institute (NTI), Kaduna-Nigeria. The study had three objectives: to assess the cost-effectiveness of e-Supervision compared to conventional method for students of open learning institutions, to evaluate the time efficiency of e-Supervision compared to conventional method for both students of open learning institutions and to identify challenges and barriers in implementing e-Supervision among students of open learning institutions. The study adopted a quantitative research approach. Using stratified random sampling, 400 final-year B.Ed. students across Nigeria were selected as respondents. Data were processed using t-test, frequency and percentage analysis. Findings revealed that there is a significant difference in the cost-effectiveness (p < 0.0001) and efficiency (p < 0.001) between e-supervision and conventional methods for students of open learning institutions. That e-Supervision was more cost-effective and efficient. The study concludes that e-Supervision enhances accessibility, reduces costs, and improves the overall supervision process. The study recommended implementing robust data protection protocols for all e-Supervision and the collaboration with digital tech companies to establish device-lending schemes platforms. These measures will further optimize the benefits of e-Supervision in distance learning programs.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 522