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Artificial Intelligence's Role in Open and Distance Education for Sustainable Development in Global South: A Systematic Literature Review
No full textThe integration of Artificial Intelligence (AI) in open and online education is transforming learning experiences, particularly in the Global South, where educational inequalities persist. Methodology: EBSCO, among other academic web databases, has been used to conduct a systematic literature review (SLR) on AI-driven solutions in the Global South. The study found that AI enhances engagement, retention, and educational results by personalising material to address individual requirements. However, challenges such as digital infrastructure deficiencies, computational biases, policies, and ethical issues with data privacy persist, amongst others.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 932
Transforming TVET in Africa: Innovative Technology-Enabled Teaching Practice Assessments
No full textTeaching practice assessments at the Kenya School of TVET were previously conducted solely through in-person sessions, leading to logistical challenges, high costs, and concerns over trainee confidence, validation, and verification. This study explores the integration of ePortfolios, Learning Management Systems (LMS), and online document-sharing platforms to transform these assessments into a more flexible, authentic, and cost-efficient process. A mixed-methods approach was employed, combining quantitative surveys (n = 539) with qualitative interviews (n = 34) and document analysis. ePortfolios enabled continuous documentation through digital tools, self-assessment, peer reflection, and inperson and remote evaluations. LMSs enhanced real-time feedback, structured learning pathways, and personalised support, while document-sharing folders streamlined digital recordkeeping.
Results revealed increased trainee confidence, a reduction in logistical costs, improved feedback loops, and greater visibility into trainee progress, resulting in higherpass rate. Educators and coordinators reported improved quality assurance and validation through the use of digital evidence. The study concludes that technology-enhanced teaching practice assessments are effective in addressing traditional challenges, with strong potential for scalability and sustainability in blended TVET contexts. Recommendations include institutional support for infrastructure, further research on long-term impact, and policy alignment to support digital transformation in teacher education.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 904
OER-based TEL: A Catalyst for Blended Learning at Bangladesh Open University
No full textOpen Educational Resources (OER) have emerged as a transformative force in promoting Technology-Enhanced Learning (TEL), particularly in blended learning environments. This study explores the role of OER-based TEL as a catalyst for blended learning at Bangladesh Open University (BOU). The research focuses on the perceptions, practices, and experiences of BOU faculty members engaged in designing and delivering blended learning courses. Using a qualitative research approach, the study collects data through semi-structured interviews with faculty members across different academic schools of BOU. Thematic analysis is employed to identify key themes related to the adoption of OER-based TEL, including its impact on instructional design, learner engagement, and institutional support mechanisms. Preliminary findings suggest that while BOU faculty recognize the potential of OER-based TEL in enhancing learning flexibility and accessibility, they face challenges such as limited technical infrastructure, insufficient training, and concerns about content localization. The study highlights the need for a supportive policy framework, continuous professional development, and collaborative resource creation. By examining faculty perspectives, this research aims to provide actionable insights into fostering an enabling environment for OER-based TEL. Its emphases its potential as a strategic approach to advancing blended learning practices at BOU, thereby contributing to more inclusive and innovative educational delivery.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 367
Building Resilient Graduates: Moi University's Model for Enhancing Employability and Lifelong Learning in a Dynamic Labour Market
No full textThis comprehensive tracer study of alumni from Moi University, Kenya, highlights critical insights into graduate employability, revealing a 6% unemployment rate among its graduates, aligning with national averages. The paper underscores the importance of lifelong learning and open education in fostering sustainable economic development and personal growth. It advocates for continuous curriculum updates in collaboration with industry, expanded university-industry linkages through internships and collaborative projects, and the development of transferable skills like critical thinking and the much-needed digital literacy as students progress from campus to their chosen career paths. These strategies aim to enhance graduates’ resilience in a rapidly evolving global economy. The study, employing a mixed-methods approach, identified key areas for improvement: enhancing practical skills, integrating technology into education, and strengthening university-industry partnerships. Employability-focused interventions, such as realworld simulations, role-playing, and mentorship programs, proved effective in bridging the gap between academic knowledge and industry expectations. Moi University’s model offers actionable recommendations for policymakers and educators, emphasising the alignment of educational systems with labour market needs. By drawing on the Commonwealth of Learning’s employability model and through fostering resilient, employable graduates, the university demonstrates the transformative potential of flexible education systems in addressing unemployment, supporting lifelong learning, and driving economic progress in Kenya and beyond.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 126
Driving Women's Empowerment: Inclusive Lifelong Learning and Skills Development Through the Skills for Work Programme in a Small Island Developing State
No full textSpearheaded by the Higher Education Commission, Mauritius in collaboration with the Commonwealth of Learning, the Skills for Work Programme provided over 4,000 participants access to 10,000+ online courses on platforms such as Coursera, Udemy, and Grow with Google for skill development. Despite the proliferation of short, online courses in the last decade (Rosendale and Wilkie, 2021), there has been little empirical investigation into their impact on participants, with the literature instead focusing on learner motivation, retention, completion, and instructional design (Zhu, 2018). Moreover, there is a paucity of research that employs a gendered perspective. This study investigates how the Skills for Work Programme, Mauritius contributed to women’s empowerment, through a Three-dimensional Empowerment Framework (Carr, 2015). Using a census approach, online surveys were sent to 3909 learners that had completed the Skills for Work Program, and 380 responses were received. Descriptive statistics were generated, and t-tests were employed to assess statistically significant differences between men’s and women’s scores, while thematic analysis was conducted on qualitative responses. Additionally, Focus Group Discussions with 16 participants provided nuanced contextual information about the lived experiences of participants, particularly from the Special Education Cohort which was composed primarily of women. We found that the Programme had a significant impact on women’s empowerment across various dimensions. For example, women reported a greater increase in awareness related to skills development (mean = 3.95 vs. 3.7, t(340)=2.76, p=.006), in motivation and career aspirations (mean = 4.2 vs. 3.84, t(351)=3.55, p<.001), and in confidence (mean = 4.02 vs 3.76, t(352) = 2.56, p = 0.011.) Furthermore, 52% of women reported gaining employment postprogram, compared to 41% of men, and 36% of women reported receiving a raise or promotion versus 23% of men. The impact extended beyond professional advancement and personal development, motivating them to drive community transformation. The flexibility of the courses and targeted cohort models emerged as key design features that facilitated empowerment. The findings highlight the importance of gender-sensitive strategies to scale lifelong learning and skills development.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 630
Changing Mindsets for Inclusive Open Education - the VUSSC Leadership Initiative
No full textAs small states of the Commonwealth navigate the complexities of equitable access to Open and Distance Learning (ODL), the Virtual University for Small States of the Commonwealth (VUSSC) stands as a transformative model supporting inclusive education. Established through the leadership of Commonwealth Ministers of Education and facilitated by the Commonwealth of Learning (COL), VUSSC is reshaping educational collaboration, policy frameworks, and capacity-building in Small Island Developing States (SIDS).
Changing mindsets is crucial to ensuring that small states transition from being consumers of external educational models to becoming architects of their own open learning systems. The VUSSC Management Committee plays a vital role in leading this shift by guiding policy integration, promoting transnational qualifications, and fostering a culture of knowledge-sharing. Through a leadership-driven approach, VUSSC has enhanced digital learning infrastructures, expanded opportunities for micro-credentialing, and strengthened institutional collaboration. However, for inclusive open education to become truly sustainable, small states must embrace policy reforms, workforce-aligned skills training, and collaborative content development, all of which require leadership commitment and strategic innovation.
Following a qualitative, multi-source approach, to address each research objective, this study situates VUSSC as a leadership initiative, designed to influence systemic change in small states’ educational policies and practices. The study further explores how shifting mindsets toward collaborative, digitally enabled, and policy-driven approaches ensures that Open and Distance Learning (ODL) models remain inclusive and relevant. The key finding is that VUSSC and the leadership management team are not just focused on building capacity; collaboratively the focus is on empowering small states to lead their future for inclusive open education so that the needs of the small states are addressed.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 320
Research Trends on Micro-Credentials in Higher Education: A Bibliometric Analysis Using Scopus and WoS Databases
No full textMicro-credentials are short, skills-based certifications that recognise specific competencies in a flexible, modular, and industry-aligned format. Micro-credentials in higher education play a vital role in skills recognition, workforce readiness, and digital learning innovation. They offer a flexible, skills-based approach aligned with industry demands. Understanding research trends in this field is crucial for identifying future directions. This study examined the research landscape and emerging themes in micro-credential studies within higher education through a bibliometric analysis of 551 publications indexed in the Scopus and Web of Science databases from 2014 to 2024. Using the PRISMA model, relevant studies were selected based on keywords related to micro-credentials. The leading publication sources included TechTrends. The US was the most active country, with Purdue and Kumamoto universities leading the institutional contributions. This study highlights underexplored areas such as blockchain applications, gamification, information literacy, personalised learning, curriculum integration, educational technology, and blended learning. Further research could enhance their implementation and impact in higher education
Fostering Employability for Decent Jobs - A Commonwealth of Learning Initiative in Kenya, Zambia and Nigeria
No full textA number of Commonwealth member states, classified as emerging markets and developing economies (EMDEs), exhibit high levels of informal employment, accounting for over 70% of total employment and contributing approximately one-third of national output (Ohnsorge & Yu, 2022). However, this output is often of substandard quality, reflecting the vulnerabilities faced by large segments of the young, active population. Many lack access to dignified work, social protection, or job security. Individuals, who have acquired skills informally through practice but lack formal certificate, remain excluded from gainful employment. Conversely, those with formal qualifications often face employment barriers due to a mismatch between their training and the actual demands of the labor market. To address these systemic gaps, the Commonwealth of Learning (COL), through its Skills for Work initiative, is collaborating with government policymakers and TVET authorities to strengthen frameworks and deliver targeted technical assistance. The initiative seeks to enhance institutional capacity to mainstream TVET-based skills training. This paper highlights the transformative impact of the initiative, providing empirical evidence from Kenya, Nigeria, and Zambia on how the integration of the Skills for Work framework and the e-apprenticeship model—leveraging Open and Distance Learning (ODL)—is driving inclusive, market-responsive workforce development.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 881
Collaborative Approaches in Open Education: Leveraging OER Creation, Adaptation, and Use for Sustainable Development
No full textThere is scarcity of teaching and learning materials in our African education system and that which is available is costly and because of lack of knowledge and skills of how to, it is used as is and not localised to learner needs. To close this gap, this study explores the role of collaboration in the creation, adaptation, and use of OER among educators in Initial Teacher Education (ITE) programs across five African institutions. Through a qualitative research approach, focus group discussions reveal that institutional support, peer collaboration, and contextual adaptation are critical to overcoming barriers to OER adoption. The activity theory was adopted as a lens for this study. Findings indicate that collaborating teacher educators recognize the benefits of OER, successful implementation requires a bottom-up approach, where teachers co-develop resources suited to local needs. Additionally, training and advocacy are essential in equipping educators with the skills and confidence to engage in OER practices. Collaborative networks, institutional policies and partnerships with service providers (e.g. instructional designers) can further facilitate the accessibility and sustainability of OER. By fostering a culture of shared knowledge, this paper argues that OER adoption can contribute to building resilient education systems that support sustainable economic development.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 5106
Subjects: Collaboration; Open Educational Resources; Teacher Education; Sustainable Development; Institutional Suppor
A Systematic Review of the Impact of Flipped Learning on the Emotional Attributes of College Students
No full textFlipped learning is an innovative instructional approach where students engage in typical learning tasks before class, while class time is focused on collaborative discussions, problem-solving, and student involvement. It utilises technology to facilitate reverse teaching approaches, transform traditional practices in higher education by allowing students to engage in learning, and foster both personal and professional growth. To assess the possibility of improving access to higher education using flipped learning methods, this systematic review employed the Preferred Reporting Item for Systematic Reviews and Meta-Analytics (PRISMA) procedure to examine how the emotional aspects were affected by the flipped learning methodology. The researchers conducted a literature search on items published between 2014 to 2023 using Publish or Perish (POP) and analysed by identifying, screening and focusing on the top 200 relevant results. Prior studies have demonstrated the notable influence of the flipped learning method on the emotional state of college students, specifically in terms of their level of engagement, motivation, and self-efficacy. Nevertheless, this study proposes that flipped learning, a form of blended learning, holds significant promise as a substitute for a humanistic and student-centred approach in higher education, benefiting students, lecturers or instructors, and parents