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A Case Study on Building Teacher Capacity for Effective ODeL Implementation in Malawi
No full textThe Malawian education system faces persistent challenges in delivering equitable access to quality secondary education. Open, Distance, and e-Learning (ODeL) offers a promising solution, but its effectiveness is undermined by teachers limited digital competencies. This case study explores a professional development programme aimed at enhancing secondary school teachers’ capacity to use e-learning platforms such as Moodle. The training, grounded in the TPACK and ASSURE frameworks, employed a blended learning model combining face-to-face and online sessions. Fifty teachers from across Malawi were purposively targeted and invited to participate in the study. Data were gathered through surveys, Moodle course evaluations, participant feedback, facilitator observations, and document analysis. Quantitative data were analysed using descriptive statistics, while qualitative inputs underwent content analysis. Triangulation of these sources strengthened the study’s validity. Findings show improvements in digital literacy, instructional design skills, and engagement with Moodle. However, persistent challenges such as poor internet connectivity and limited administrative support hinder sustained implementation. The study underscores the value of structured, continuous professional development and recommends long-term strategies such as mentorship, communities of practice, supportive policies, and mobile-friendly tools to strengthen ODeL delivery and promote educational equity in Malawi.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 230
Use of Mobile Phones for Awareness of Climate Change in Abuja Municipal Area Council, Abuja Nigeria
No full textThe project explored the use of mobile phones for awareness of climate change in Abuja Municipal Area Council (AMAC), Abuja Nigeria. The research was motivated by bush and waste burning and deforestation in the area, which contribute to climate change. This research was hinged on the constructivist and Online Sense of Community theories of learning framed by Vygotsky and Rovai (2009) respectively. A total of 150 residents of the area (75 males and 75 females) participated in an eight (8) week program voluntarily. WhatsApp messages, text messages (SMS and MMS), e mails, pictures, short videos and jingles warning against climate change were sent out to the participants with the help of mobile phones. Photographs of adverse effects of climate change were also transmitted and exchanged. Data were collected using validated structured questionnaires and personal interviews, and analyzed using paired t-test, independent t test and Turkey's HSD test. The participants learnt various ways to maintain clean and conducive environments which increased their awareness of climate change. Results showed that the participant’s knowledge of mobile phone learning increased significantly and there was a significant difference in responses between the genders in the pre-project test at the alpha value of 0.05. Females were found to be more sensitive to issues regarding climate change, while males were found to be using mobile technologies more than females. It was recommended that mobile phones and other m-learning gadgets should be used for climate change awareness.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 326
Digital Content Creation and Curation
No full text"Digital Content Creation and Curation" under the theme "Driving Educational Excellence through Digital Transformation" presented by Dr Tony Mays, Director: Education, Commonwealth of Learning, at the 2nd EdInnovate 2025: Innovations in Education and e-Learning Hybrid Conference held in Tokyo, Japan, 27 March 2025
President's Message for Commonwealth Day 2025
No full textVideo message from Professor Peter Scott, COL President & CEO for Commonwealth Day 2025, 10 March 2025
Benchmarking of Technology-Enabled Learning at the University of Mauritius
No full textThis report presents the findings of the Technology-Enabled Learning (TEL) benchmarking carried out at the University of Mauritius (UOM) 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 UoM
Empowering Mindsets: Critical Digital Literacies for the AI Generation
No full textThe rapid evolution of generative artificial intelligence (GenAI) and the hegemony of social media platforms demand a paradigm shift in education, and how we approach media, technology, and pedagogy. Under the PCF11 subtheme 'Changing Mindsets for Inclusive Open Education', this interactive workshop explores how fostering critical digital literacies can empower educators and learners to navigate this increasingly complex digital environment. This session uses ongoing action research and publications to introduce a framework for strategic engagement with media and technology in educational policy settings. Developed through international collaboration and grounded in praxis, critical digital literacies are explained as actionable principles to counter information disorders, resist surveillance capitalism, and enhance the critical capacities of young people in a digital-first world. These principles are highly relevant as GenAI becomes mainstream in education, amplifying both opportunities for innovation and risks of misuse. The workshop will engage participants in an exploration of how open education practitioners can use the Manifesto as a tool to raise awareness and drive inclusive change. Through practical examples, participants will learn how to: 1. Develop digital literacy interventions that address the challenges posed by Gen-AI while embracing its potential to enrich learning. 2. Foster a mindset shift among educators and learners, emphasising agency, critical thinking, and ethical engagement with technology. 3. Implement the manifesto's recommendations to create more inclusive and equitable approaches to open education. The session will employ interactive methodologies, collaborative discussions and scenario-based activities, to equip participants with tangible strategies for adapting their practice. It will also highlight case studies that demonstrate how digital literacies can support marginalised communities, ensuring no learner is left behind in the transition to AI-enhanced education systems. By the end of the workshop, attendees will secure a deeper understanding of the critical intersections between digital literacies, inclusive education, and Gen-AI. They will also gain practical tools and a strategic perspective to advocate for and implement meaningful change in their educational contexts.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 1423
Subjects: Genai; Critical Digital Literacies; Information Manifest
Keynote Address: Education as Liberation: Some Thoughts on Technology, Resilience and Change in Open Education
No full textKeynote address, delivered by Professor Paloma Mohamed Martin, Vice Chancellor of University of Guyana, at the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11) in Gaborone, Botswana on 12 September 2025
Unlocking Financial Freedom of Girls Through Personal Skill Development
No full textA significant segment of Bangladesh’s female population faces socio-economic disadvantages, leading to high dropout rates before completing secondary school education. They enter the job market without acquiring essential knowledge and skills, limiting career prospects and leaving their potential untapped. A large portion of them resort to ODL under the Bangladesh Open University (BOU) to overcome educational backwardness. This study finds eventually they cannot compete or cope with regular students due to age and break of study. Rather, they find more relevance to life-oriented skill development trainings than traditional education curricula for their sustainable livelihood. They also mentioned the need for formal educational certificates to be able to compete with others along with life-oriented skill courses. Study indicates ample opportunities for girls to earn a livelihood through skill-based activities like tailoring, embroidery, caregiving, and more. This research attempts to model life-oriented skill development training for girls in a collaborative environment in keeping with modern trends and technologies. Girls can thus explore different ways to generate income and achieve empowerment through financial freedom. Data is used in both primary and secondary sources. Primary data are collected through a semi-structured questionnaire survey among former and present female students. Also, experts from different skill sectors are consulted. The research is expected to unlock the financial freedom of tens of thousands of disadvantaged girls in Bangladesh.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 550
Book Review: Imagining the Futures of Higher Education in Southern Africa: An Exploration from Multiple Perspectives
No full textIn an era marked by rapid technological advancements, environmental imperatives, and shifting societal demands, the global landscape of higher education is undergoing a profound transformation. This is particularly true for Southern Africa, a region grappling with unique historical legacies, socio-economic disparities, and aspirations for sustainable development. Against this backdrop, Imagining the futures of higher education in Southern Africa: An exploration from multiple perspectives, edited by Vicky Avinash Oojorah and Waaiza Udhin, emerges as a timely and indispensable contribution. This edited volume, published by Springer Verlag in 2024, is not merely an academic exercise, it is a thoughtful and provocative collection that invites readers to engage in critical foresight, offering diverse scenarios and strategic insights into what higher education in the region could, and perhaps should, become. Spanning 240 pages, the book brings together a chorus of voices from experts and stakeholders, each chapter contributing a distinct lens through which to view the complex interplay of forces shaping the future of learning, research and community engagement in Southern Africa
Effective Strategies for Enhancing TVET Educators' Pedagogical Excellence
No full textPedagogical excellence refers to the highest standards of teaching and educational practices that foster student learning and development. Innovative approaches to pedagogical excellence are crucial for adapting education to the changing needs of students and the demands of the 21st century. Traditional models of instruction may not suffice for today's dynamic vocational training environments, where digital literacy and technological integration play an increasingly significant role (Hattie, 2009; Chan & Kiviniemi, 2018). This paper aims to identify strategies and innovative methods that will empower educators to enhance their teaching skills and deliver superior instruction to their students. The study seeks to explore a variety of strategies and creative methods, including those that focus on instructional design, classroom management, and student engagement, among others. Some of the innovative methods include E-tivities, Storyboarding, Mentorship, Peer-to-Peer coaching, and Reflective practice. This study aims to examine effective classroom management practices and creative techniques that can help educators adapt their teaching methods to accommodate diverse learning styles, as well as the impact of technology and digital tools on the effectiveness of pedagogy. The research design is exploratory, and both qualitative and quantitative data were collected through questionnaires. The data was collected using the Kobo Toolbox, analysed, and presented in pie charts, graphs, and tables. The study found that the level of engagement and confidence of the trainers in using the digital tools is still low, however, challenges that hinder trainers were also noted. There is still a need to enhance pedagogical skills using innovative approaches and classroom management practices. Hence, this study recommends continuous professional development, lifelong learning, and micro-credentials.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 670