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Artificial Intelligence in Higher Education: National Surveys Driving the Development of Regulations
No full textArtificial intelligence (AI) is revolutionising organisations worldwide, and higher education is no exception. The integration of AI is seen as a transformative tool for enhancing learning outcomes, improving administrative processes, and stimulating innovative research in Higher Education. In alignment with UNESCO’s (2021) SDG4 goals to ensure inclusive, equitable, quality education and promote lifelong learning, AI holds immense potential to tackle persistent educational challenges. OpenAI and OECD (2023) emphasise that the rapid growth of AI technologies, particularly generative AI tools like ChatGPT, is already reshaping the academic landscape, with AI-driven tools increasingly replacing human labour in various educational tasks. For small island developing states (SIDS) like Mauritius, integrating AI into higher education presents significant opportunities and unique challenges. SIDS often face vulnerabilities such as limited resources, geographic isolation, and susceptibility to global disruptions, which can exacerbate the digital divide. However, adopting AI technologies offers an opportunity to overcome some challenges by improving the accessibility and efficiency of higher educational systems. In this context, the Higher Education Commission of Mauritius conducted comprehensive surveys between October and November 2024 to gauge the current state of AI in the country’s higher education sector. These surveys targeted three key groups: educational leaders, academic staff, and students. The primary objectives of the study were to assess the extent of AI integration in teaching, learning, and administration, identify challenges and opportunities, and formulate actionable recommendations to help stakeholders effectively harness AI to enhance the quality and efficiency of higher education in Mauritius and develop regulations and guidelines for ethical use of AI in higher education. Key findings reveal a generally positive attitude towards AI from academic staff and students, with many recognising its potential to improve education delivery. However, the study also uncovered significant barriers to AI adoption, including insufficient AI literacy, limited infrastructure, and ethical concerns. These challenges are particularly pronounced in small island states, where robust digital infrastructure and skilled human capital are critical for successful AI integration. The study’s insights provide valuable recommendations for developing regulations and guidelines for using AI in higher education.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 386
Gender and ICT Barriers to Learner Engagement and Educational Advancement in Open Education: A Study of Kenyan Universities
No full textThe Innovative Open Education (IOE) method leverages open-access content and integrates information communication technology (ICT) to promote accessible, flexible and equitable learning that encourages learner interaction. IOE aims to make educational advancement accessible to all in higher education (HE) by overcoming barriers such as location, socioeconomic status, and societal expectations. This in turn is expected to foster a skilled workforce for sustainable economic growth. Despite its benefits, full IOE adoption is hindered by numerous factors including inadequate pedagogical skills, poor ICT-literacy, gender biases, and insufficient investment. This study seeks to evaluate the role of gender and ICT-related factors in influencing learner engagement in IOE and their impact on education advancement. The study has two main objectives: analysis of ICT-related factors influencing male and female learners’ participation in IOE and secondly, suggest strategies that mitigate the unveiled challenges and propose recommendations that stimulate and enhance gender inclusivity. This descriptive study is guided by Gender Schema and Feminist Theories. The research tools used in the study included questionnaires, key informant interviews, and document analysis. Both qualitative and quantitative data were collected and analyzed. The study findings provide baseline data that will inform the development and review of guidelines and policies that will enhance student admission, progression, retention and completion rates in Kenyan universities. This will improve the learning outcomes of IOE for sustainable education advancement.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 867
Strengthening Teachers and Students in the Nursing Education and Profession Through Open Educational Resources
No full textNursing is one of the oldest professions in the medical field in the world. Women are the major contributors who have shaped the nursing profession and have led it to the current advanced practices of the 21st century. The other factor contributing to the profession's growth is the impact of cutting-edge research and technology in nursing education and healthcare practice. With the aid of digital technology, online education offers several educational formats to enhance nursing education. Open Educational Resources (OER) are a valuable resource in nursing education that supports the establishment of high-quality instructional material, including nursing training institutions in remote locations. Not only may its users access the content whenever and wherever they need to, but they can also customize the learning material they receive to suit their requirements. Objectives: The current study provides a contemporary overview of the awareness of OER and attitude towards OER among nursing teachers and students. The researcher has discussed the role of OER and its advantages in advancing the quality of nursing education and profession. Methodology: The study follows an exploratory survey method. Sample and Sampling: The purposive sampling techniques were used to test the objectives of the study. Two higher education institutions were selected with purposive sampling where nursing courses are offered. 30 teachers and 100 nursing students were selected using stratified random sampling from chosen nursing institutions. Data Collection Tools: The data was collected with the help of two research tools (Awareness and Attitudinal scales) in the form of different questionnaires according to the need of research objectives. Statistical Techniques: The collected data were analysed with the help of t-test, ANOVA, and other appropriate statistical techniques. Major Findings: The identified themes provide a broad overview for clarity on OER and its uses in their professional development. The themes identified helped in understanding the present status of teachers’ awareness and applications of OER in their professional work. The nursing education students and teachers were found to have improved awareness of OER and a positive attitude towards OER. They also agreed on the potential benefits of OERs in teaching, learning, and the professional growth of teachers and students, as well as the education system of India.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 420
Strategies for Promoting Shifting Mindsets Toward Open and Distance Education Among Adult Learners
No full textAs global education systems evolve, Open and Distance Learning (ODL) has emerged as a critical tool for promoting inclusive and lifelong learning, particularly among adult populations. However, in Nigeria—especially in Lagos State—adult learners often exhibit resistance to ODL due to entrenched misconceptions, limited digital literacy, and perceived inferiority of ODL credentials. This study investigates the barriers affecting adult learners' attitudes toward ODL and explores practical strategies to promote mindset transformation. Anchored in Mezirow’s Transformative Learning Theory, the research employed a descriptive survey design involving 300 adult learners drawn from the National Open University of Nigeria (NOUN) and two other higher institutions offering distance education in Lagos State. A validated questionnaire was used to collect data, and responses were analyzed using descriptive and inferential statistics. Findings revealed that poor internet connectivity, high data costs, and limited digital literacy are key barriers. However, interventions such as the formation of peer support networks, flexible learning schedules, educator training in andragogy, and public policy support proved effective in shifting perceptions. The study also underscores the role of policymakers in equalizing the recognition of ODL qualifications and highlights the importance of public media campaigns to normalize distance learning. Recommendations include enhanced digital infrastructure, structured adult learning support systems, and integrated advocacy to foster acceptance. The study contributes to the discourse on educational innovation and equity, offering a roadmap for institutional and policy reform to empower adult learners through open and distance education.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 264
Exploring NAMCOL Academic Staff Perspectives on the Integration of AI in Teaching and Learning
No full textThe rapid advancement of Artificial Intelligence (AI) is reshaping various sectors, including education, through innovations such as personalised learning, automated assessment, and data-informed decision-making. This study investigates the perspectives of academic staff at the Namibian College of Open Learning (NAMCOL) on the integration of AI in teaching and learning. Adopting a qualitative research approach, the study employed an online questionnaire comprising open-ended questions to gather data. The target population consisted of academic staff who had attended a prior AI integration workshop facilitated by the Commonwealth of Learning, ensuring all respondents had pre-existing exposure to AI tools and concepts. From a total of 26 eligible participants, 16 were purposively selected based on their involvement in the workshop and perceived foundational knowledge of AI. Responses were analysed thematically using a deductive coding framework, structured around the study’s research objectives.
Findings reveal a generally positive outlook on AI's potential to enhance teaching effectiveness, learner engagement, and institutional efficiency. However, participants also identified several challenges, including limited infrastructure, lack of structured training, institutional resistance to change, and ethical concerns such as data privacy and equitable access.
The study recommends comprehensive training initiatives, stakeholder involvement, clear policy development, and pilot projects to guide AI adoption at NAMCOL. These steps are essential to building staff capacity and ensuring the responsible, inclusive, and effective integration of AI into teaching and learning environments.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 700
Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning
No full textThis study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods
Effect of Technology Acceptance on Student Commitment in Turkish Higher Education
No full textThere is strong evidence in the relevant literature that the use of technology in higher education positively affects academic achievement and motivation. However, while there are some international studies on the effect of technology acceptance on college student commitment, it is understood that there has not been enough research in the national literature on this topic. In this context, this study aims to examine the effect of college students' tendencies toward using digital technology on student commitment. This research was conducted with a total of 321 Turkish college students and data were collected using the Student Commitment Scale in Higher Education developed by Çınkır et al. (2021) and the Tendency Scale for Using Technology in Class developed by Günüç and Kuzu (2014). The research revealed that college students generally have a favorable attitude (3.96) and inclination (3.82) towards using digital technology during classes, alongside a moderate level of dedication (3.42) to their university. Additionally, it was discovered that students who are highly committed to their higher education also tend to use digital technology more in classrooms. Notably, the analysis indicates that around 12% of the variance in college students' commitment to higher education can be explained by their inclination towards digital technology use. This emphasises the significance of integrating digital tools in educational settings, as it appears to positively influence students' engagement and commitment to their studies
Optimising Teaching Proficiency in the Digital Age: Integration of Effective E-Learning Tools in Schooling
No full textThis study explored how integrating e-learning tools, specifically free ‘Google Workspace for Education’ tools, enhances teaching proficiency and student engagement in the digital age within Rwandan secondary schools. By employing a phenomenological approach, interviews were conducted with 166 secondary teachers from four purposefully selected secondary schools in Rwanda. The research found that while nearly 95% of teachers were aware of Google tools and 98% regularly used Google Classroom, a significant number (40%) underutilised other features like Google Forms and Sheets. Over 90% of the teachers surveyed reported benefits, such as improved collaboration and student engagement, but over 75% also cited barriers including limited access to digital facilities and insufficient training, with 60% expressing concerns about internet and device access. Pedagogical approaches varied, with roughly 50% of the teachers shifting towards student-centered methods. Strong qualitative evidence from over 85% of the teachers indicated increased student engagement and participation. The findings highlight the critical need for comprehensive professional development and improved infrastructure to maximise the effectiveness and sustainability of e-learning tool integration in education
Business Model for an Inclusive, Innovative and High-Quality Open-and-Flexible Education: Proposing a Conceptual Framework
No full textIt has not been common practice to have a business model for public services, including education. This could be driven by the fact that the business model is essentially associated with 'making money' and therefore considered irrelevant for essential public services because of their 'public good' component. However, with growing choices for delivery of a public service such as education and multiple fiscal challenges that governments face across continents, makes it imperative for governments to have a 'business model' that acts as evidence to guide the policy choices. Nevertheless, it is also important that such business models for education are guided by commitments of inclusiveness and protection of rights and ensure that rigour and quality are not compromised. This paper presents a principles-based conceptual framework for such a business model, especially taking the open-and-flexible-approach based education as an illustration. The paper includes examples and pathways to guide the use of this framework for undertaking exercises of estimating costs and generating revenue in a real-world situation, suggesting the use of thresholds for ensuring equity, quality, inclusion and participation. The paper also deliberates upon the dilemmas that a business model for public education would face, and the possible pathways to resolve those dilemmas using this framework.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 341
The Touch and Feel of Knowledge: Understanding the Intricacies of Knowledge Systems for Women Artisans in India
No full text[POSTER] Women's contributions in art and craft, whether in urban or rural areas, have been historically undervalued and seen as secondary work. In examining the arts and crafts of women in Ilkal saree weaving in Karnataka as well as Channapatna wooden toys, we realized that while women have been central to the sustainability of many craft traditions, their stories, their craft, and the knowledge systems, all of which are part of their identity, has never been the center of any discussion. In this poster display, we will not only feature the actual craft forms (through touch and feel of Ilkal fabric and Channapatna toys), we will also present the various ways in which women have engaged with (1) creating their own spaces within the ecosystem of the crafts industry, (2) the capacity building frameworks necessary for creating these spaces, and (3) the policy response to these efforts. Through the poster, we will argue that creating a responsive capacity building module can help to ensure that women are recognised and accepted as equal partners in the crafts that they produce, along with a potential roadmap that can help women artisans create socially and economically mobile livelihoods through the practice of their skills.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 647