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Developing an Inclusive Mindset in School Leaders, Education Stakeholders and OER Design: Lessons from Researching Networked Improvement Communities in South Asian Contexts
No full textDespite inclusion policies, stark inequalities for disadvantaged groups persist in schools, with limited research on school leaders (SLs) as change agents in the global South.
This paper discusses implications of GPE-KIX funded research (2021 -2024) in Pakistan, Nepal and Afghan refugee contexts. The focus is developing SLs to bring about school changes addressing local inequalities in access and learning through practice-based learning in professional learning communities and stakeholder engagement.
The model comprises: open resources (co-created with local stakeholders), peer networked improvement communities (NIC) with facilitator-support for SLs working collaboratively on tackling micro-challenges.
Initial field testing established levels of digital expertise, current inclusive practice and policy contexts, which informed the second phase of co-creation of localised open course resources in local languages. Empirical field work in the third implementation phase explored how SLs collaborated, exercised agency and their changes in attitudes and understandings of inclusion. To inform policy, stakeholders were involved throughout.
Findings suggest SLs demonstrated an underexplored capacity for engaging with local inclusion issues, taking ownership, responding to activities in the OER and developing professional capital to reduce the policy-practice gap. Recommendations for developing an inclusive mindset are significant for OER design; developing school leaders at scale, and education policymakers.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 117
Teacher Educators’ Attitude Towards and Challenges Faced in Integrating Artificial Intelligence in Teaching-Learning
No full textOpportunities and challenges in the integration of Artificial Intelligence (AI) in education require thorough exploration, particularly in the context of Open and Distance Learning (ODL). This study examines faculty members’ perceptions of AI's role, opportunities, and the challenges faced in its implementation to develop policy recommendations. This study utilised a qualitative case study using semi-structured interviews with 12 purposively selected participants. Data were collected through validated interview guides and analysed thematically. The results revealed that faculty perceived AI as a transformative tool that has a positive impact and ethical and practical considerations. Additionally, opportunities for enhancing learning outcomes were reiterated as well as the challenges that should be addressed when incorporating AI. This study developed policies to address these challenges, including promoting more equitable access to AI, ethical guidelines, and support for continuous professional development to enhance AI literacy, and it concluded that AI offers immense potential to revolutionise Teacher Education Institutions (TEIs), particularly within the ODL context
Developing Future-ready Graduates: The Contribution of Open Education to Increasing Employability an Awareness
No full textThe demand for graduates who are prepared for the future is greater than ever in a global labor market that is changing. Open education has become a transformative force by offering inclusive, flexible, and accessible learning opportunities that give graduates industry required knowledge and skills. This study used survey method. The sample size was 150 and the respondents are the employers at different organisations located in Dhaka City. The study examined the employability status of the MBA graduates at the sampled organizations. The study tested the significance of the difference between the MBA Curricula and employability requirements of the organisations. The study also examined how open education can improve graduates’ employability by encouraging lifelong learning, adaptability, critical thinking, and digital literacy. It also looks at how open education increases knowledge of professional development pathways, industry requirements, international career opportunities and global competitiveness. The study finds that the organisations can better prepare employees for coping with rapidly changing employability requirements by utilizing the advantages of open education. The study emphasizes how crucial it is to incorporate open education into traditional learning models in order to produce need-based professionals who are flexible, knowledgeable, and prepared for the future in the context of fourth industrial revolution (4IR) and beyond.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 785
The Effectiveness of Integrating Digital Technologies for Inclusive Learning Environments: A Systematic Review of South African Township Schools
No full textThis qualitative study explores the integration of digital technologies, content knowledge, and pedagogy within South African public schools, acknowledging the need for inclusive education and diverse learning styles. Framed by the TPACK framework, the research examines how these three elements can be combined to foster inclusive learning environments. The study adopts an interpretivist paradigm and utilizes a systematic review of secondary data from Scopus, Web of Science, and ScienceDirect to provide a comprehensive analysis of existing research. Contextual analysis demonstrates that while multiple barriers to inclusive education persist, teacher digital illiteracy is the most significant, compounding other difficulties. A review of South African articles suggests that recent integrations of digital technologies and inclusive education have played a vital role in enhancing learner experiences and promoting effective learning.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 149
Breaking Barriers to Educational Participation by Tackling Period Poverty for Rural School Children in Uganda
No full text[POSTER] Barriers to Tackling Period Poverty for Rural School Children in Uganda Period poverty, characterized by the inability to access menstrual products, sanitation facilities, and adequate education, continues to disproportionately affect school-aged girls in rural Uganda. This persistent issue not only hampers school attendance but also exacerbates gender inequality and limits long-term opportunities for girls. PLAVIO Uganda, a grassroots organization based in Lira District, employs a holistic approach to menstrual health management (MHM), integrating education, advocacy, and direct support to address these challenges. This proposal aligns with the sub-theme Sustaining Communities of Learning and Practice in Innovative Open Education by emphasizing inclusive, community-driven educational interventions that leverage local engagement to break the cycle of period poverty. Methodology This initiative adopts a multi-pronged approach, incorporating participatory learning sessions, community sensitization, and infrastructure advocacy. Interactive MHM presentations in schools, targeting both girls and boys, foster open discussions that dismantle stigma and misconceptions surrounding menstruation. These educational efforts are complemented by the promotion of locally produced reusable menstrual products as sustainable and cost-effective solutions. The program also advocates for policy integration, urging the inclusion of menstrual health education in Uganda's national curriculum and the improvement of WASH (Water, Sanitation, and Hygiene) facilities in schools. Process of Engagement The presentation will employ an interactive format, combining case studies, multimedia storytelling, and participant discussions to illustrate the lived experiences of menstruating students. Attendees will engage in problem-solving exercises that explore sustainable strategies for integrating menstrual health education into open learning environments. By encouraging dialogue among educators, policymakers, and community leaders, the session aims to facilitate knowledge-sharing and collaborative action toward innovative educational solutions. Significance This proposal highlights the urgency of addressing period poverty as a barrier to education and social equity. By fostering communities of learning that promote menstrual health education, the initiative contributes to the broader goals of gender-responsive and inclusive education. The sustainable integration of menstrual health within open education practices will empower young girls to continue their studies without stigma or disruption, ultimately fostering a more equitable learning environment. Through this work, PLAVIO Uganda demonstrates that tackling period poverty requires a comprehensive and community-driven approach that integrates education, infrastructure, and advocacy. This initiative offers a scalable model for leveraging innovative open education to ensure menstrual health is no longer a hindrance to academic participation and success.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 981
Benchmarking of Technology-Enabled Learning at the Mauritius Institute of Education
No full textThis report presents the findings of the Technology-Enabled Learning (TEL) benchmarking carried out at the Mauritius Institute of Education (MIE) during March - April 2025. It provides an overview of the methodology, the validated self-study report and an action plan developed by the TEL team at the MIE
Harmonising Reality and Professional Practice: Pedagogies of Inclusive Teaching and Connected Learning
No full textGlobally, there is a growing interest in achieving greater educational inclusion to address the persistent inequalities related to education disparities and social mobility. However, the focus of this study is the persistent high levels of inequality, poverty and unemployment in South Africa that requires a tripartite alliance between curriculum, pedagogy and technology. The diversity of learners, educational inequalities, increasing diffusion of digital technologies, and unaligned pedagogical connections within the current context of higher education in South Africa demand a multivariate ontological and epistemological analysis. Therefore, through a designreality gap analysis lens and a sustainable development perspective, the positioning of this paper built on four points: (1) reconstruction of pedagogic practices around the digital domain, (2) unaligned pedagogical connections having ontological implications in the evolution of higher education, (3) theoretical foundations of digital learning and its impact on pedagogic alterations in the context of unequal societies, and (4) gaps in digital infrastructure and professional development opportunities. Thematic analysis was used to explore the tripartite alliance between curriculum, pedagogy and technology as well as the theoretical and epistemological literature on adopting and appropriating technology in teaching and connected learning. This conceptual research takes a closer look at theoretical and epistemological considerations for digital education and online learning by examining the importance of institutions’ and individuals’ readiness to effectively implement digital tools to inform new ways of teaching and learning. Thus, the study contributes insights to the debates on the manifold effects of digital affordances in higher education and the conditions necessary to pedagogically integrate digital tools in the classrooms given the social issues, such as digital capital and inequalities in resource-constrained communities. The resource-poor contexts present special challenges in the effort to implement digitally enabled education while simultaneously offering unique opportunities to develop knowledge on the intersection of technology and education. Lastly, this paper argues the importance of expanding educators’ digitalisation knowledge systems instead of technological determinism.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 126
Integrating Heutagogy and Generative AI in Asynchronous Learning: Personalizing Self-determined Learning for Lifelong Learners
No full textThis study explores the transformative potential of integrating heutagogy (self-determined learning) and generative AI in asynchronous learning environments, proposing a novel framework that combines selfdetermined learning principles with cutting-edge AI technologies. Grounded in Self-Determination Theory, heutagogy fosters learner autonomy, critical thinking, and self-directed education; however, its application in asynchronous settings remains inconsistent. Generative AI enhances this approach by providing real-time adaptability, personalized learning paths, and tailored feedback, addressing gaps in traditional asynchronous education. Despite its potential, a significant gap exists in systematically integrating these two approaches to optimize learning outcomes. Using a qualitative research design, this study conducted semi-structured interviews with ten educators experienced in asynchronous learning and heutagogical practices. Thematic analysis uncovered three key themes: positive reception of heutagogy and generative AI, challenges in implementation, and opportunities for enhanced personalization. Findings indicate that the integration of these approaches fosters learner engagement, autonomy, and personalization but also highlights barriers such as content alignment, educator readiness, and equitable access to AI technologies. These challenges underscore the need for robust institutional support and ethical frameworks. This study provides actionable insights for stakeholders to create scalable, inclusive, and learner-centred educational models that align with UNESCO’s Education 2030 Framework, promoting lifelong learning and equitable quality education.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 066
The Impact of Feedback on the Professional Development of Student Teachers in Higher Technical Teacher Training Colleges in Cameroon
No full textThis study investigated the effects of feedback during clinical supervision on the Professional Development of Student Teachers in Higher Technical Teacher Training Colleges in Cameroon. It is based on the problem of inadequate feedback during clinical supervision which has negative impacts on the professional development of student teachers. The objective was to investigate the impact of Feedback during clinical supervision on the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. The research hypothesis stated that there was a significantrelationship between the impact of Feedback during clinical supervision and the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. The scope was limited to student - teachers and supervisors in Higher Technical Teacher Training Colleges in Cameroon. The sample population was 346 student teachers and 08 supervisors. The theories used was Carl Glickmans Developmental theory, (1975), The study made use of the sequential explanatory design and used the purposive sampling for selecting the schools and the class for the study. It also made use of the inferential and descriptive statistics. The instruments for data collection were the questionnaire for student - teachers, interview for the supervisors and cooperating teachers and observation guide. The questionnaires were made up of items about feedback during clinical supervision. The supervisors were equally interviewed on this and their responses registered. Data were analysed using descriptive and inferential statistics. Conclusions from results stated that only 18.9% of student teachers with a mean of 1.79 below the cutoff point of 2.5 agreed that supervisors give feedback to them while a majority 81.1% disagreed. In line with student teachers opinion, observation carried out by the researcher showed that supervisors do not give feedback to student teachers as indicated with low mean values ranging from 1.21 to 1.29, below the cutoff point of 2.5. This indicates that lack of feedback negatively affects clinical supervision and the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. Recommendations were made that supervision schools be opened to train supervisors and that serious sanctions be given to supervisors who do not carry out clinical supervision appropriately during teaching practice.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 876
Gender, Innovation, Future Proofing Using Technology in Open Education (G.I.F.T.): A Pathway to Youth Resilience and Sustainable Workforce in Jamaica
No full textThe transformation of education through digital innovation and open-access resources has created unprecedented opportunities for equitable knowledge dissemination. However, gender disparities in educational access, technological literacy, and digital economies remain critical barriers to sustainable development. This study explores the intersection of Gender, Innovation, Futureproofing, and Technology (G.I.F.T) in open education, examining how gender-responsive digital strategies can foster a resilient workforce and drive economic growth.
This research acknowledges the persistent gender disparities caused by reading proficiency gaps and societal attitudes toward higher education. Addressing these challenges requires fostering digital literacy among underrepresented groups and designing inclusive technological ecosystems that support equitable learning experiences.
This qualitative study employs a purposive sampling technique, selecting forty-five (45) participants, including educators, policymakers, and students from diverse educational institutions. Data will be collected through questionnaires (30 respondents) and focus group discussions (15 participants). Thematic analysis will be used to identify patterns and best practices that leverage open education and digital tools to promote gender equity in educational institutions.
Specifically, the study examines AI-driven learning platforms, open educational resources (OERs), and digital skill-building initiatives as mechanisms to enhance learning outcomes, address gender disparities, and reduce structural inequalities in education and the workforce. By advocating for inclusive open education models, this research contributes to local, regional, and global discussions on gender and digital transformation, emphasizing open education as a catalyst for gender equity and sustainable development.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 857