OAsis, COL's Open Access Repository
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GIRLS Inspire
No full textPromotional brochure for the GIRLS Inspire initiative.
Through the GIRLS Inspire Initiative, COL aims to achieve gender equality and women’s empowerment by promoting educational attainment and economic participation of women and girls
AI, DX, and Learning by Doing: What's Stopping Educators from Creating Open Resources?
No full textAlthough AI and digital transformation (DX) tools for content creation and interactivity are increasingly available, adoption among educators remains uneven. Drawing on James Bessen’s Learning by Doing, this paper explores why educational technology integration is often gradual and how educators can meaningfully engage with emerging tools.
Through desk research and reflective analysis, two case studies are presented. The first examines a second-year university AI course using a “Do-Think-Process” framework both for structuring content and for motivating pedagogy. This course supported the launch of a small YouTube channel (a bit of intelligence), where creating educational content deepened both understanding and engagement. The second case describes AI in Play, a student-led project in which ten students co-create games and videos with faculty, exploring DX possibilities collaboratively.
The tools and methods that will define the next era of open and distance learning (ODL) are still emerging. AI is transforming programming by increasing productivity and expanding possibilities; similar shifts are likely across education. As educators from diverse backgrounds adopt, adapt, or reimagine open learning resources in response to local challenges and opportunities—especially on a global scale—the diversity of educational settings can provide inspiration. While well-funded institutions may struggle with inertia, resource-constrained environments can demonstrate remarkable adaptability and innovation, offering all of us lessons to learn by doing.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 018
The Impact of Digital Literacy on Technology Adaptation in Open and Distance Learning
No full textDigital technologies have transformed teaching and learning in higher education, especially in the context of Open and Distance Learning (ODL). Technology adaptation is essential in ODL because it facilitates effective teaching and learning in a flexible, accessible, and learner-centred environment which promotes engagement and self-directed learning. The research investigates the influence of latent variables, including perceived usefulness, effort expectancy, perceived ease of use, digital literacy, on the adaptation of technology in ODL via mediating role of digital literacy. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial Least Squares (PLS) to examine the impact of digital literacy on Bangladesh Open University (BOU) learners’ intention to adapt to digital technologies. The findings show the significant interrelationship between digital literacy skills and adapting digital technologies among BOU learners. The results show that digital literacy has a direct and substantial impact on technology adaptation in ODL, whereas perceived usefulness does not. However, digital literacy fully mediates the relationship between perceived usefulness and technology adaptation in ODL. This research recommended that more attention be paid to redefining policies and strategies for enhancing digital literacy to ensure equitable opportunities for learners. This will improve the teaching and learning environment at BOU.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 288
Benchmarking of Technology-Enabled Learning at the Université des Mascareignes
No full textThis report presents the findings of the Technology-Enabled Learning (TEL) benchmarking carried out at the Université des Mascareignes (UdM) 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 UdM
Lessons from Technology Supported Skilling Programmes for Farmers in India
No full textAgriculture continues to be an important occupation in many parts of the Commonwealth with major implications for food as well as livelihood security. Any kind of lifelong learning intervention for the community of farmers is challenging because of their dispersed location, diverse needs depending on various factors including the crops they produce and existing facilities that have access to, while also being determined by individual and social capabilities in any given context. This paper aims at distilling some key lessons using a combination of two studies looking at the lifelong learning programme for farmers being implemented by Commonwealth of Learning and its partners in the southern parts of India using accessible technology and local institutions. One of the two is a quantitative study that focuses on impact, and the other two are institutional case studies that focus on processes. The focus of the paper in on understanding what the key factors are that enable or constrain the process of ‘skilling’ farmers and what lessons emerge from these experiences with respect to developing a model for large scale, technology supported lifelong learning centred programmes for people engaged in such occupations that are largely based in rural areas but increasingly dependent on markets and information-bases that are external to the local ecosystem.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 680
Building Women and Girls' Resilience in Business
No full text[POSTER] The Poster will explain the innovative strategies employed for empowering women and girls' resilience in becoming champions in the business world. It will demonstrate how grassroot women and girls, trough community engagement and clusters of self-help groups reach the markets as entrepreneurs through various avenues. These include the home business, village market, local market and the international market through engaging the tourism industry and online platforms. The poster will demonstrate how the Women's Development Centre (WDC), provides a range of comprehensive trainings, including appropriate support structures for women and girls who are from the most disadvantaged and marginalized communities. It will showcase how the operations are initiated at the grassroot (Self-Help) Groups, which becomes the savings and credit community groups; engage in developing their livelihood and vocational skills; entrepreneurship skills development; small business management and digital marketing; branding and linkages to microfinancing. This learning and sharing in local communities contribute to sustainable learnings, for communities to increase the socio-economic standards of women and girls and the community groups. In conclusion the poster will showcase how WDC, though its "Sthree" Social enterprise, comprising of a handicraft shop and café, vocational training unit and online market platform provide women and girls and persons with disabilities an opportunity to generate income through eco-friendly livelihoods, locally resourced materials; enhance their individual business skills through coaching to scale up their business ventures.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 650
Benchmarking of Technology-Enabled Learning at the Open University of Mauritius
No full textThis report presents the findings of the Technology-Enabled Learning (TEL) benchmarking carried out at the Open University of Mauritius (OUM) 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 OUM
Repositioning the Pedagogical Sociology Towards a Policy Framework for the Use of Generative AI in Inclusive Education and Sustainability
No full textSociety has been traditionally tied to the idea of place, whether conceived as physical or as interacting populations. Usually, society is built on regulation of social life grounded from consistent ethical imperative. Especially, a diverse society like Nigeria, inclusion must be recognized. GenAI tools will not address challenges in education or talk about gains of SDGs, except tools are accessible to all and sundry (irrespective of gender, socioeconomic status, cultural divergences, etc.,). Hence, the paper adopted interpretivist- a sociological discourse to theoretically and empirically x-ray contemporary- age long issue (cattle grazing and farmers’ clashes) to juxtapose GenAI efficacy in this regard. The major findings revealed that the use of triangulations, mixed methods in research methodology, is all about to ensuring all-inclusive outcomes which are the most vigorous research tools in executing research study. In a Similar vein, the study also affirmed that the use of GenAI in inclusive education and research, (content specificity-of the recipient countries) should be one of the topmost watchwords to consider for growth, development and sustainability of the society. Indisputably, the pedagogical sociology attuned to the UNESCO’s guidance for generative AI in education and research. However, this study laid emphasis on content specificity for the concern countries in order not to mismatched reportage which, to a large extent will reduce value-laden in both research and inclusive education, and sustainability much guaranteed.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 066
Advancing Skills Through Lifelong Open Education in Bangladesh: Challenges and Potentials
No full textContinuing education and lifelong learning have emerged as essential tools for people to remain competitive, engaged, and adaptable in a rapidly changing world. Lifelong learning becomes more crucial in the context of rapid technological advancement, shifting labor markets, and changing social environments. This study investigates the impact of lifelong open education on skill development and assesses its effectiveness in fostering continuous professional and personal growth. This study formulates a conceptual model employing Structural Equation Modelling (SEM) to investigate the influence of lifelong learning on the intention of learners at Bangladesh Open University (BOU) towards skill development. The findings indicate a significant correlation between the skill development of BOU learners and their engagement in lifelong learning. The results indicate that lifelong learning significantly influences the skill development of BOU students. The relationship between learners' skill development and learning motivation is entirely mediated by engagement in lifelong learning. This study argued that skill development depends on flexible and easily available learning strategies, hence promoting ongoing professional growth. The research emphasizes the necessity for educational institutions and legislators to enhance the support system, student motivation, and content relevance for upskilling, enabling students to adapt to an ever-evolving world.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 287
Exploring Virtual and Augmented Reality Tools in Strengthening Mathematics and Science Education (SMASE) in Nigeria
No full textThis study, conducted between September 2024 and March 2025, examines the integration of Virtual Reality (VR) and Augmented Reality (AR) into Mathematics and Science Education using the ASEI-PDSI (Activity, Student, Experiment, Improvisation – Plan, Do, See, Improve) framework. It focuses on the impact of immersive technologies in enhancing STEM learning, particularly in resource-constrained environments. The research employed a mixed-methods design involving 20 Mathematics and Science teachers and 300 learners from 10 schools. Data were collected through an ASEI-PDSI observation checklist, a classroom lesson observation checklist, and a validated learner engagement questionnaire. VR and AR modules for abstract STEM concepts such as molecular structures and projectile motion were implemented following the ASEI-PDSI framework. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from classroom observations and teacher feedback were thematically analyzed. Findings revealed statistically significant improvements in classroom engagement, learner participation, and STEM achievement (p < 0.05), as measured through pre- and post-intervention assessments and classroom observation scores. Teachers reported increased confidence in delivering complex topics. The study recommends integrating VR and AR tools into SMASE training programmes and partnering with technology providers to ensure scalability among others. By combining the ASEI-PDSI framework with immersive technologies, this approach has the potential to transform STEM education and bridge learning gaps in Nigeria.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 930