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Designing and Delivering a Fully Online Course on Artificial Intelligence for Educators: Lessons from Eswatini
No full textThis paper briefly outlines the conception, implementation, and focuses on the evaluation of a fully online professional development course on artificial intelligence for educators at the University of Eswatini. Spanning five weeks from October 2024 to November 2025, the initiative reached approximately 100 educators across four cohorts. Designed to address critical gaps in AI literacy, the course combines asynchronous self-paced modules, synchronous demonstrations, collaborative activities, and hands-on practice with generative AI tools, all within a mobile-friendly, low-bandwidth framework suitable for resource-constrained contexts. Employing a mixed-methods evaluation, the study collected quantitative survey data on AI tool usage, educator confidence, student engagement, and resource optimization, alongside qualitative feedback on participant experiences and implementation challenges. Findings reveal significant challenges in AI literacy transfer, with barriers including technical infrastructure limitations, institutional policy gaps, and skills confidence issues. Key innovations include leveraging existing platforms for delivery, integrating freely available AI tools to minimize costs, and establishing support systems for sustainable adoption. This research provides evidence-based online course delivery methods for technology-focused professional development in resource-constrained settings, as well as practical strategies for scaffolding AI integration across diverse student learning contexts.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5043
Subjects: Fully Online Short Curse; Generative AI for Educators; Evaluation of Learning Gains; Evaluation of Application; Eswatin
Development of Ubiquitous Project-Based Learning (U-Pjbl) Model to Improve Critical Thinking Skills of Elementary School Students
No full textIn an era of rapid technological advancement, educational models must evolve to meet the ever-changing needs of students. Primary school students, being digital natives, require innovative learning approaches that integrate technology and promote essential skills, such as critical thinking. This study aimed to develop a Ubiquitous Project-based Learning (U-PjBL) model to enhance the critical thinking skills of elementary school students. The Borg and Gall study method and development model was adopted and validation testing was conducted to validate U-PjBL. The validation instrument referred to the characteristics of the learning model, including supporting theory aspects, syntax, reaction principles, social and support systems, as well as instructional and accompanying impact. Furthermore, the reliability of the U-PjBL model validation instrument was based on interobserver agreement obtained from the statistical analysis percentage. A t-test was used to examine and scrutinise the trial results generated by the model. Based on expert validation, U-PjBL was consistent with the characteristics of the learning model. Therefore, the developed U-PjBL model falls into the highly valid category. This means that the model can be used in learning activities. The trial results also showed that the developed U-PjBL model could improve the critical thinking skills of students
Programme Achievement 2024-25
No full textThe Commonwealth of Learning Programme Achievement Report for 2024-2025 as presented to the Board of Governors
Book Review: Microcredentials for Excellence: A Practical Guide
No full textReview of the book Microcredentials for Excellence: A Practical Guide by Rebecca Ferguson and Denise Whitlock (2024)
Effect of ICT-Based Learning Media on Student Learning Outcomes: A Scoping Review
No full textThe lack of innovative implementation of digital learning media presents obstacles to accessing course materials, leading to unequal learning opportunities among students and, subsequently, lower graduate competencies. This study aimed to review the research studies on the effects of implementing digital learning media in various formats and its contribution to students’ learning outcomes. This study employed a scoping review by analysing articles from reputable databases, including Scopus and Google Scholar, and using relevant keywords. The selected studies were examined through descriptive mapping and narrative synthesis to identify patterns in digital media usage and their impact on learning outcomes. The analysis recognised 29 pertinent investigations, revealing the prevailing pattern in research on digital learning media centres and on Mobile Applications and its influence on students’ educational achievements. Nevertheless, there is also a demand for other forms of digital learning media to be utilised in educational endeavours. Additionally, the findings of the research illustrate that the utilisation of digital learning media substantially improves students’ proficiency in both technical and interpersonal abilities. Consequently, this study serves as a valuable asset for educators, and urges them to adopt the incorporation of digital learning media
Impactful Multilateralism through Education: How the Commonwealth of Learning Creates Value Throughout the World
No full textPresented by Professor Peter Scott, President & CEO, Commonwealth of Learning, to Commonwealth High Commissioners and other notables at an event hosted by Global Affairs Canada, Ottawa on 22 October 2025
Artificial Intelligence for Kenyan Sign Language to Support Gender-Inclusive Education for Deaf Learners
No full textIn Kenya, approximately 1 million people are deaf, facing limited access to education due to the scarcity of trained sign language interpreters. To address this challenge, the AI4KSL project has developed an innovative assistive technology that interprets spoken English into Kenyan Sign Language (KSL) in real-time using virtual signing characters. This technology aims to bridge the communication gap between deaf and hearing learners of all genders, thereby enhancing inclusion and improving educational outcomes. The study employed a mixed methods approach and was guided by design thinking theory, as developed by the Hasso-Plattner Institute of Design at Stanford D School (2010). The project involved creating a comprehensive dataset comprising 14,000 English sentences with equivalent KSL glosses and approximately 20,000 signed words from KSL videos collected from 610 learners, 16 teachers and 6 non-teaching staff from 1 girls’, 1 boys’, 3 co-educational schools and 1 technical and vocational training institution using a stratified sampling technique. Notably, the dataset revealed gender variations in terms of fluency and nonmanual signals among signers across age groups. Female learners articulated more fluent signs compared to male learners. Further, non-manual signals such as facial expressions were more evident among female signers as compared to male ones. The AI4KSL avatar incorporates both male and female gender representations to avoid bias and to provide mentorship for the male learners. By leveraging generative Artificial Intelligence, the AI4KSL technology supports Sustainable Development Goals 4 and 5, promoting lifelong learning and ensuring that no one is left behind, regardless of gender. It has significant potential for global scalability in enhancing accessibility and promoting inclusive education.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 083
Bridging the Skills Gap: Innovative Lifelong Learning Strategies for Unemployed Graduates in Eswatini
No full textThe persistent disconnect between higher education outcomes and labour market needs remains a major barrier to youth employment in Eswatini. This study explores innovative lifelong learning strategies to bridge the graduate skills gap, using a mixed-methods approach that combines quantitative survey analysis with qualitative feedback from open-ended graduate responses. National development strategies and labour market reports were used to contextualize the findings.
Key challenges identified include misaligned curricula, limited access to digital learning, weak industry-academia collaboration, and funding barriers. The study proposes scalable solutions including a National Digital Learning Hub, modular micro-credentials, improved vocational pathways, and strengthened public-private training partnerships.
By embedding lifelong learning as a central pillar of graduate readiness, Eswatini can empower its graduates with future-oriented skills and contribute to inclusive economic growth.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 776
Graduate Employability and Emerging Skills in India
No full textThis report examines the challenges affecting graduate employability in India, evaluates the role of various stakeholders, and provides strategic recommendations to bridge the gap between academic learning and workforce demands. The key findings highlight significant issues such as skill gaps and outdated education models, a disconnect between academia and industry, the limited impact of government initiatives, and the increasing demand for emerging skills. To address these challenges, the report recommends integrating vocational skills into higher education to blend academic learning with practical, job-relevant training. It also emphasizes the importance of career counseling to help students make informed career choices and develop industry-aligned skills. Incorporating digital literacy training across all programs is essential to equip graduates with the technological competencies required in the modern workplace. Additionally, embedding life skills in the curriculum will enhance communication, teamwork, and problem-solving abilities. The adoption of micro-credentials is also proposed, allowing students to earn and accumulate skills and qualifications incrementally, promoting flexibility and lifelong learning. These measures aim to enhance graduate employability and ensure that higher education aligns more effectively with the evolving needs of the job market
PCF11: The Gaborone Statement
No full textThe Gaborone Statement was presented on September 12, 2025 at the Closing Ceremony of the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11), Gaborone International Conference Centre (GICC) in Gaborone, Botswana