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Towards a Micro-credential Framework for the Commonwealth
No full textThis report consolidates findings from a desktop review of global micro-credentials practice, an examination of enabling technologies and credential registries, a survey- and interview-based status report, and five regional stakeholder consultations held across the Commonwealth.
Taken together, the report offers a comprehensive resource for policymakers, education providers, quality assurance bodies, and technology partners. It reflects a commitment to fostering shared understanding and practical action to advance micro-credentialling across the Commonwealth in a manner that supports lifelong learning, workforce development, and social inclusion
Enhancing Gender-Responsive Health Services Through Open and Digital Learning in India
No full textBuilding gender-responsive health services is essential not only for improving health outcomes but also for achieving universal health care, promoting effective health governance and ensuring resilient healthcare systems. Given the disproportionate vulnerability of women and girls to disasters, communicable diseases (HIV, TB, STIs, Hepatitis C), non-communicable diseases (cancers, thyroid disorders, hormonal imbalances, weight gain), and other health risks, it is essential that quality health care services are equally accessible to women across all classes. To overcome gendered vulnerabilities and disadvantages, digital health can play important role both from supply side as well as demand side. India's healthcare landscape is undergoing a digital transformation through integration of digital technology, digital finance, online education, web-based learning, and mobile applications in advancing health care system. It has initiated numbers of innovative and ambitious programmes on the supply side like Ayushman Bharat Digital Mission (ABDM), e-Sanjeevani for telemedicine, U-Win Portal for vaccination services, and Aarogya Setu App for registration for an Ayushman Bharat Health Account(ABHA), e-Hospital facilitating for ensuring hospital appointments and National Tele Mental Health Programme (Tele MANAS) for mental health counselling, On the demand side , online training, continued medical education (CME) , web based health education and Public health communication play indispensable role in improving women's awareness , thereby increasing access to preventive, promotive, and curative health services. This paper examines the digital tools and innovations with the gender lens to understand how far these programmes are gender friendly and gender accessible to make desirable difference in the lives of women as beneficiaries as well as service providers.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 816
Effectiveness of Online Experiments for Conceptual Understanding of Simple Pendulum by Physics Student-Teachers
No full textThis case study investigated the conceptual understanding of the Simple Pendulum topic amongst physics student-teachers using online experiments. A pre-experimental design was utilised, employing a one-group pretest-posttest approach with 20 student-teachers. The research instruments included a high-speed video activity conducted within Online Experiments (OEs) and a conceptual understanding test assessing various aspects of the Simple Pendulum topic. Average gain and normalised gain were employed to assess student learning progress. The findings revealed that OEs had a significant positive impact on students' understanding of oscillation concepts, particularly the Simple Pendulum. Following the intervention, most students exhibited improvement in their learning outcomes. The average score increased significantly, from 35.25% in the pretest to 82.50% in the posttest. Normalised gain scores, ranging from 0.20 to 1.00, confirmed substantial improvement in students' understanding of scientific concepts
Building Community Resilience in Gender Responsive Climate Actions through Transformative Digital Education: A Case Study of Siaya County, Kenya
No full textThis study evaluates the impact of an online climate change course on gender-responsive climate actions among community members in Siaya County, Kenya. Specifically the study aims to examine how transformative learning influences participants' knowledge, attitude, and perception of climate actions; to investigate how transformative learning affects participation in climate adaptation strategies; and; to assess the effectiveness of gender-responsive climate actions in building community resilience. With increased climate vulnerability and gender disparities, empowering local communities through digital education is crucial for fostering inclusive climate resilience. A mixed-methods approach was used, combining household surveys, focus group discussions, and key informant interviews. The study sample consisted of 120 participants, purposefully selected based on their engagement with the course. Findings indicate significant improvements in participants’ knowledge, attitudes, and practices toward gender-inclusive climate actions. The course catalysed behavior change, increased women's participation in local climate planning, and influenced household and community adaptation strategies. Recommendations include integrating such courses into county development agendas and expanding access for marginalised groups.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 193
Code-Switching in ODL Junior Secondary School Multilingual Classrooms: Highlights from Botswana Open University
No full textThe need to integrate code-switching as a pedagogical approach in multilingual classrooms is gaining wide acceptance among educational systems worldwide. However, teachers as facilitators are generally not trained to support bilingual and multilingual classrooms. Given the critical role of language in facilitating learning with students from different language backgrounds, this paper explores the use of code-switching as a multilingual pedagogical approach at Botswana Open University. It’s relevance in supporting Open and Distance Learning English Language students from varied linguistic and multicultural backgrounds is further explored. Therefore, an understanding of code-switching as a pedagogical strategy might have a significant impact on the students’ learning outcomes. Authoritative literature is reviewed together with the authors’ personal experiences. The paper provides insights that, to succeed in employing code-switching practices in a multilingual classroom context, it is necessary to refocus the teacher education curriculum. Also, it is imperative for teacher trainees to acquire skills that cater for multiple language use in class during their training. Together, these should encourage students to confidently recognise and embrace their entire linguistic potentials, thereby promoting a more inclusive and accessible supportive learning environment in ODL settings.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 451
Assessing How TVET Programs Focusing on Technology Skills Contribute to Women's Economic Empowerment
No full textThis research paper investigates the impact of Technical and Vocational Education and Training (TVET) programs focusing on technology skills on women's economic empowerment. With the global economy increasingly driven by technological advancements, equipping women with the necessary tech-based skills is essential for enhancing their employability and fostering economic independence. The study explores how TVET programs designed to impart technology skills contribute to improving women’s job prospects, income levels, and participation in the digital economy. Using a mixed-methods approach, the research combines quantitative analysis of employment outcomes for female TVET graduates with qualitative insights from interviews and case studies. The findings reveal that technology-focused TVET programs significantly empower women by providing them with the competencies required to access high-demand jobs in the tech sector and to start their own technology-based enterprises. However, the study also identifies challenges, including gender biases, limited access to technological resources, and the need for supportive institutional and policy frameworks. Recommendations are made for enhancing the effectiveness of TVET programs in promoting gender equity. These include developing gender-sensitive curricula, increasing access to financial aid and mentorship programs for women, and implementing policies that create inclusive learning environments. By addressing these barriers, TVET institutions can play a crucial role in reducing the gender gap in technology and contributing to women's economic empowerment, thereby fostering broader socio-economic development.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 434
Enhancing Equity and Inclusion in Education: A Case Study on Data Resilience in the Pacific
No full textThis workshop focused on leveraging innovative technologies to address equity and inclusion challenges in education, with a particular emphasis on data resilience in the Pacific. Bringing together educators, technologists, and policymakers, the event tackled the unique hurdles faced by remote island nations like Tuvalu, Kiribati, and Vanuatu, including limited connectivity, unstable power supplies, and the critical need for reliable data recovery systems. Participants explored cutting-edge solutions such as virtualization, multi-tenancy, and cloudlet-based architectures, delving into their potential to provide low-latency, scalable access to digital resources. Real-world case studies showcased how distributed systems tailored to local contexts can overcome geographic and infrastructural barriers, enabling underserved communities to access quality education. The workshop also prioritized the development of quality assurance frameworks to promote inclusivity while maintaining system resilience. Collaborative sessions addressed strategies for managing distributed clients, ensuring continuous power, and designing robust backup protocols. Delegates refined problem statements and devised context-sensitive approaches to integrate technology sustainably into education systems. Key outcomes emphasized the role of technology in bridging educational divides, fostering inclusivity, and driving economic growth. By embedding data resilience into educational frameworks, this workshop positioned technology as a cornerstone for equitable learning opportunities in remote regions.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 896
Bibliometric Analysis of Game-Based Mobile Learning in Higher Education: Trends and Gaps
No full textThis bibliometric analysis provides a comprehensive overview of the research trajectory on “Game-based Mobile Learning” based on Scopus-indexed publications from 2006 to 2024. The study revealed significant growth in scholarly output, peaking in 2023, reflecting the increasing academic and practical interest in integrating game elements with mobile learning technologies. Taiwan led in global contributions, with the United States excelling in cross-country collaborations, highlighting the international appeal and relevance of this research area. The analysis also identified emerging trends, including the rise of keywords such as “Higher Education” since 2020, and three thematic clusters: “Innovative Educational Technologies,” “Games and Technology in Education,” and “Human-Centred Learning.” Periodic fluctuations in publication trends suggested shifts in funding, research priorities, or technology adoption. Despite its notable achievements, the study was limited to Scopus-indexed, English-language journal articles, excluding other indexes, languages, and document types. Future research should focus on underexplored game elements, integration into higher education, and cross-cultural approaches to enhance the field’s effectiveness. These inquiries are critical for advancing global educational innovation and fostering sustainable development in learning technologies
Keynote Address: Innovating from the Inside: Changing Minds about Digital Education in University Practical Work
No full textKeynote address, delivered by Professor Timothy D. Drysdale, Chair of Technology Enhanced Science Education and Director of Strategic Digital Education, School of Engineering, The University of Edinburgh, at the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11) in Gaborone, Botswana on 11 September 2025
Co-Designing Open Educational Resources: A Design-Based Research Approach to Enhancing Teacher Educator Capacity in Africa
No full textThis paper presents the origins, design, and implementation of a research-informed initiative aimed at capacitating African teacher educators in co-authoring Open Educational Resources (OER). It responds to the need to equip teacher educators with the competencies required to engage in and model open educational practices tailored to local educational contexts. Despite the global expansion of Open Educational Resources (OER), particularly during and after the COVID-19 pandemic, their integration into African teacher education institutions remains limited. The project brings together five initial teacher education institutions from four African countries: Botswana, South Africa, Nigeria, and Rwanda, in a collaborative effort to strengthen OER development using a design-based research approach. The initiative commenced with a webinar designed to raise awareness among African teacher educators about the potential of OER. Following this, a baseline case study was conducted to assess existing competencies and inform targeted training strategies. Drawing on these insights, a workshop employing experiential learning methodologies was held to equip participants with the necessary skills for OER co-creation. The process culminated in the collaborative development of outlines for a generic OER module and two STEM and two non-STEM subject modules, guided by the principles of communities of practice. By integrating research-driven design with collaborative authoring, this project provides a model for sustainable capacity building in teacher education. The paper concludes by highlighting key lessons learned and proposing strategies for scaling similar initiatives to foster greater OER adoption and use across the African education landscape.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 499