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A Scoping Review of How Higher Education Institutions bridge the Gender Digital Gap: Lessons for Namibia
No full textThis scoping review identifies approaches that Higher Education Institutions (HEIs) use worldwide to reduce the gender digital divide and their applicability in the Namibian context. The study was guided by the steps suggested by Arksey and O’Malley’s framework. The study followed systematic steps: formulating research questions, searching through sources like IEEE, Scopus, SABINET, and Google Scholar, applying inclusion criteria, charting data, and summarising results. Of the 67 articles reviewed (2017-2024), only 13 met the inclusion criteria.
Findings reveal that HEIs in developed regions utilise advanced technologies, supported by substantial financial resources, whereas HEIs in developing areas choose to adopt community-based and, most importantly, cost-effective approaches. Barriers include insufficient infrastructure, limited budgets, and strong cultural traditions. Nevertheless, there is a chance to adopt new tech, like AI and mobile learning, through public-private partnerships, the implementation of digital literacy programmes, and the integration of these changes into the culture.
Through this, Namibian HEIs can actively engage in bridging the gender digital gap and providing more access to digital resources for their female students, thus benefiting and impacting the greater community and economic development. The paper identified and highlighted the transformation for an inclusive digital education approach, emphasising collaborative solutions within the given context.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 311
Integration of Artificial Intelligence (AI) in Learning English Writing in Higher Education
No full textThis article presents a conceptual analysis around the integration of Artificial Intelligence (AI) in learning English writing in higher education. AI contributes to helping students find fresh ideas and content for writing, as well as correcting grammar, typos, and punctuation, as well as paraphrasing, and enhancing writing quality. There has been a spate of empirical research conducted by academicians and scholars related to AI in English writing, however, none of them analysed or reviewed the original concept of AI. It is essential then to describe the conceptual underpinnings as it helps teachers and students to make a clear definition and limitation, establish the theoretical foundation, enhance ethical understanding, and set the expectation related to the integration of AI in writing. This conceptual article sketches how AI is accepted and integrated as tools to enhance students’ learning of English writing. This conceptual paper applies a conceptual approach exploring recent literature and previous research on the integration of AI in writing. It focuses on the discussion of the concept of AI, AI integration in the English writing context, and the future expectations of AI in writing
What to Teach - the Challenge of AI?
No full textThe developments in AI and its consumer level deployments have thrown multiple challenges. Blue collar jobs (physical labor) are threatened by robots, white collar jobs (cognitive labor) by technologies like genAI (chatgpt). Creative labor may also come under threat soon.
As teachers and educational policy workers, we have the responsibility for preparing the next generation for life's challenges and equipping them with competencies that will last an active lifetime, say 30-40 years. With advances in medical technologies this period is likely to be longer - life spans and general health are increasing. AI is changing workplaces/opportunities and the question we need to ask is “what do I teach a child to prepare her for her last job?”
While this is a complex question, it appears an ability to communicate effectively with other human beings, an ability to reason in abstract spaces (like in mathematics) and an ability to teach oneself seem to stand out. This paper is about highlighting the problem and coming up with some directions for thinking about it. It is important for the educational community and is likely to generate a lot of interest and debate.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 187
How Does the Collaborative Work of COL in Samoa as a Small Island State in the Pacific Reflect CHOGM 2024 Priorities and What Can We Do to Build and Sustain a Resilient Pan-Commonwealth Community?
No full textThis paper explores discussions and outcomes of CHOGM 2024 related to building and sustaining communities of practice for a resilient pan- Commonwealth community. It highlights the long standing and strong partnership of the National University of Samoa (NUS) and the Commonwealth of Learning (COL) as part of the ‘who’ of open learning practice. Together they have focused on several initiatives including: Technology-Enabled Learning (TEL) and Youth Training Programmes aimed at developing employability skills, attitudes, and values among Samoan youth. APTUS Technology from COL has helped to enhance learning environments at NUS and schools across Samoa including greater access to Open Educational Resources (OER). These and other initiatives are part of COL’s commitment to fostering resilient societies for sustainable economic development through innovative open education which uses and promotes open educational resources and technologies. Because small states of the Commonwealth share many education and development challenges; this discussion will show how the work of COL and the small states of the Commonwealth contribute not only to nation development but also towards a resilient pan Commonwealth community. Education impacts on all spheres of development in village, country and global development. Such collaborative work in education and training achieves the goal of a common wealth that is shared and contributes to a stronger resilience that augurs well for the present and future generations.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 894
Open, Inclusive, High-Quality Schooling for All: A Proposition for the Caribbean
No full textThis document presents the concept of a proposed regional Open School for the Caribbean. Taking contemporary developments into consideration, the concept puts emphasis on breaking several boundaries that exist in the current systems and advocates for a dual certification system where academics and vocational education are delivered together using suitable modes including technology. Taking a cue from the new research on the issue of boys’ disengagement from education in the region, the concept also advocates for inclusion of mentoring as an essential part of the design
Sustaining a Community of Practice to Support Development of Teacher Professional Identity: A Zambian Case Study
No full textTeachers’ professional identity is shaped by a range of factors. Active participation in professional learning opportunities is one such factor. The purpose of this case study is to bring teachers’ voice to the forefront and present the considered reflections of a small group of Zambian teachers, following their engagement with the Zambian Education School-Based Training (ZEST) programme. During the programme, teachers contributed to an online community of practice, where they shared classroom practice with their peers, and were interviewed about their professional learning experiences. Some also wrote reflections that explored the impact of their experiences on their professional teacher identity further. Consequently, the teacher’s voice is used extensively in this paper, and vignettes offer a snapshot of the positive impact of their professional learning experience on self-confidence, increased collaborative working, an increased appreciation for learner-centred approaches, and how they envisage themselves to be at a ‘pivot’ point on their teacher professional identity journeys
Predictors of University Students’ Feedback Use in a Blended Learning Context
No full textWhile engaging with feedback is of significance for learning, current studies have highlighted students’ lack of engagement with feedback. This study aimed at identifying predictors of university students’ feedback use in a blended learning environment based on the extension of the Planned Behaviour Theory. Data were collected via a questionnaire from 374 Vietnamese students who were learning English as a foreign language at a private university in the South of Vietnam. The extension model was tested using partial least square structural equation modelling. The findings revealed that the original model was effective in predicting students’ use of feedback, with attitude and perceived behavioural control as direct predictors of intention, which is an influential factor of students’ use of feedback. It is recommended that educators should employ strategies to enhance self-regulation skills, foster positive attitudes towards feedback, and empower students’ self-efficacy in dealing with feedback, thereby optimising their utilisation of feedback
Benchmarking of Technology-Enabled Learning at the Mahatma Gandhi Institute
No full textThis report presents the findings of the TEL benchmarking carried out at the Mahatma Gandhi Institute (MGI), during March–April 2025. It provides an overview of the methodology, the validated self-study report, and an action plan developed by the MGI TEL team
Exploring Gender-based Perspectives on AI Adoption in STEM Education: Risks, Familiarity, and Effectiveness
No full textThis study investigates gender-based perceptions of integrating Artificial Intelligence (AI) technologies in Science and Mathematics Education (SME) among undergraduate students. A total of 178 students (74 males and 104 females) participated in the study, responding to their familiarity with AI tools, perceived risks, and effectiveness of AI applications, specifically in cultural diversity, learning optimization, student motivation, and handling incorrect responses. Data were analyzed using descriptive statistics and Chi-Square tests to examine associations between gender and the various perception indicators. Results revealed no statistically significant gender differences in familiarity with AI, perceived cultural or motivational risks, or effectiveness in enhancing learning or motivation. However, a significant association was found between gender and perceptions of AI effectiveness in addressing incorrect responses, with females generally rating AI as more effective in this area. These findings suggest that while male and female students share largely similar views on most aspects of AI in SME, specific gender-based differences may influence how corrective feedback tools are received. The study highlights the importance of gender-sensitive approaches in designing and deploying AI-based educational technologies to ensure inclusive and effective learning environments.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 290
Engaging Neet Youths Through Vocational Education: A Case of Open School of Bangladesh Open University
No full textThis study examines the challenges of engaging NEET (Not in Education, Employment, or Training) youth aged 15–19 using Open and Distance Learning (ODL) at the Open School of Bangladesh Open University (OS-BOU). Implemented in collaboration with the Department of Youth Development (DYD) under the Ministry of Youth and Sports (MOYS), the initiative is part of the World Bank-funded ‘Economic Acceleration and Resilience for NEET (EARN)’ project, targeting 100,000 NEETs. OS-BOU faces multi-facet challenges in developing courses of studies of the Secondary School Certificate Vocational (SSC-Voc) programme: Grade 910 through open schooling leveraging the digital technologies such as OER-based texts and audio-video materials, and both virtual and face-to-face contacts. A case study method was used, focusing on 30 developers—10 each for vocational texts, videos, and contact sessions—to explore challenges in material development and learner support. Findings reveal varying challenges across the three domains, highlighting the need for targeted interventions to improve course delivery and student engagement. The study contributes to understanding the dynamics of student engagement in ODL settings and offers recommendations for OS-BOU to strengthen pedagogical strategies and support systems tailored to vocational education programs.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 536