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Perception of TVET Practitioners in Pan-Commonwealth Countries on the Use of AI in the Development of OER: Prospects and Challenges
No full textThis study examines the perceptions, challenges, and misconceptions of TVET practitioners in Pan-Commonwealth countries regarding the use of Generative Artificial Intelligence (GenAI) in developing Open Educational Resources (OER). While GenAI has the potential to enhance OER accessibility and efficiency, its adoption depends on practitioners’ perceptions and systemic constraints. Grounded in Everett Rogers' Diffusion of Innovations Theory, the study explores the adoption process of GenAI-driven OER creation, analysing factors such as relative advantage and complexity. Engeström’s Activity Theory provides a framework for examining the interactions between practitioners, AI tools, and institutional structures, identifying contradictions that influence implementation. Data were collected from TVET educators and subject matter experts in Jamaica, Kenya and Nigeria through a self-administered electronic survey. The findings offer insights into AI adoption challenges, misconceptions, and socio-technical constraints, that may inform policy recommendations and professional development strategies. This research contributes to advancing GenAI-driven OER frameworks for TVET, ensuring equitable and sustainable implementation.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 830
Use of AI Tools in Academic Writing Among Postgraduates Students in Humanities and Social Sciences in Kenyan Universities: Challenges and Opportunities
No full textIntegrating artificial intelligence (AI) technologies into academic writing presents opportunities and challenges, as use of AI promotes efficiency in knowledge production but also exacerbates existing disparities between developed and developing nations, with developing nations lagging behind in terms of access and the expertise for using them productively. Moreover, while AI tools provide support for innovative research, writing assistance, and data analysis, there are growing concerns about the quality of postgraduate student theses and publications, written using AI tools, as they contain false statements and violate research ethics. Based on survey data and secondary literature, this study investigated the current application of AI tools in academic writing by Humanities and Social Science postgraduate students in a Kenyan university. The study aimed to: establish the uptake and use of AI tools in academic writing, assess student attitudes on using AI tools in academic writing; and explore challenges influencing the use of AI tools in academic writing. The study revealed that students often use AI tools that generate content, provide analysis and paraphrase texts, such as chatGPT, Gemini Grammarly and Quillbot. Students had positive attitudes to adopting AI tools for academic writing, however, they reported limitations in proficient use of AI tools, poor writing and research skills, along with lack of ICT resources and AI tools. It is recommended that for effective integration of AI tools in academic writings, higher education institutions should provide ICT resources, AI tools and offer training in research skills, writing skills and use of AI tools for writing.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 284
Open Equity and the Power of Small Things to Make Big Changes
No full textUnder the theme “Open equity and the power of small things to make big changes”, Professor Peter Scott, President and CEO of COL, delivers the Keynote Speech virtually at the 8th International Conference on Research and Practices in Education (ICRPE) at Allama Iqbal Open University, Islamabad, Pakistan on 8 April 2025
Stakeholders' Perceptions of the Adoption of E-Apprenticeship Programmes in Technical and Vocational Education and Training in Nigeria
No full textThis study investigates stakeholders' perceptions of adopting e-apprenticeship programmes in Technical and Vocational Education and Training (TVET) in Nigeria. The research sampled 750 participants, including trainers (200), apprentices (300), employers (150), and policymakers (100), using a mixed-method design. Data were collected via surveys and semi-structured interviews, and the instruments were standardized through pilot testing and expert consultations. Findings reveal mixed perceptions among trainers, positive attitudes from apprentices, and cautious optimism from employers and policymakers. Trainers expressed concerns about digital infrastructure (70%), lack of face-to-face interaction (55%), and the urgent need for professional development to enhance their digital teaching skills, pointing to a gap in educator preparedness for e-learning environments (80%), while apprentices appreciated flexibility (75%) but noted the absence of hands-on practice (65%). Employers emphasized challenges in aligning programmes with industry standards (60%), and policymakers highlighted the need for regulatory frameworks (90%). Recommendations include enhancing digital infrastructure, integrating practical training components, and fostering collaboration among stakeholders. The study concludes that addressing technological, infrastructural, and policy barriers is pivotal to leveraging the benefits of e-apprenticeship programmes and concerted efforts must focus on enhancing digital literacy, ensuring equitable access to resources, and integrating hands-on training with virtual platforms.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 807
Beyond Access: Redefining Success in ODFEL Through Engagement and Impact
No full textThe expansion of Online and Distance Flexible Education and Learning (ODFeL) has significantly improved access to education across diverse contexts. However, traditional success metrics, such as enrolment and completion rates, often fail to capture the quality and depth of learning outcomes. This study presents a mixed-methods investigation into how learner engagement, adaptive learning, and peer collaboration shape meaningful outcomes in ODFeL environments. Drawing on data from 244 students across three Nigerian institutions, this research explores the impact of personalized learning pathways, active learning strategies, and structured peer feedback on student motivation, knowledge retention, and the application of real-world skills. Findings reveal that adaptive systems and active engagement are strongly correlated with student satisfaction and mastery, while peer interaction reduces isolation and fosters deeper understanding. The study proposes a comprehensive, learner-centered framework for ODFeL evaluation and design, grounded in constructivist theory and aligned with SDG 4, that redefines success beyond access, toward transformational learning. Recommendations call for the adoption of adaptive technologies, authentic assessment, inclusive infrastructure, and faculty development to support a more equitable and impactful ODFeL ecosystem.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 657
Women in Educational Leadership as Innovative Drivers of Equitable and Inclusive Societies
No full textGlobally, women are underrepresented in education leadership, especially at the top. Although 71% of South Africa's educators are female, only 39% hold leadership positions. The lack of female leaders leads to a biased approach when developing innovative strategies to make education more equitable and inclusive. A paper was underpinned by the humanising pedagogy theory. The research design was qualitative, emphasizing the lived experiences of women leaders in school leadership. The selection of 15 participants was based on purposive sampling. Focus group discussions were used to collect data. Data was analyzed using thematic analysis. The findings revealed that women contribute towards driving the strategic direction of an educational entity. However, women are perceived as lacking technological knowledge that could lead to innovation and sustainability. Also, the findings endorse women leaders for creating inclusive and equitable school environments. To support equitable and inclusive communities, women need to drive strategic direction and develop strategies.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 398
Review and Validation of the Benchmarking of Technology-Enabled Learning
No full textThe benchmarking toolkit for Technology-Enhanced Learning (TEL) developed by the Commonwealth of Learning (COL) is designed to assess TEL practices in higher education institutions. This study evaluated the content validity, internal consistency, and inter-domain relationships of the toolkit using a survey of 355 practitioners across 21 institutions, yielding 90 usable responses. The survey also included open-ended questions for each domain and also for general feedback. Content validity was assessed with the Content Validity Index (CVI), which showed an overall score of 0.83, indicating high validity. Further, internal consistency was examined using Cronbach’s α, average inter-item correlation, and signal-to-noise ratio, with Cronbach’s α values ranging from 0.85 to 0.93 and inter-item correlations between 0.60 and 0.76. Domain-level mean scores were calculated, and inter-domain Pearson correlations revealed moderate to strong relationships (0.44 to 0.79), suggesting that while domains are related, they measure distinct aspects of TEL implementation. Institutions receiving structured support from COL generally achieved higher TEL scores, highlighting the positive impact of TEL practices. In addition, qualitative analysis of the open-ended questions showed that the benchmarking toolkit was useful in identifying gaps and work on those gaps using an action plan to support digital transformation in higher education institutions. Overall, the findings demonstrate that the toolkit is a reliable and valid instrument for assessing TEL practices, providing a strong foundation for institutional improvement and further validation in larger samples
The School in the Cloud Project – Results, Status, and a Sustainable Model
No full textBuilding on the “hole in the wall” experiments and TED Prize project (2014-2016), this study examined long-term sustainability and impact of the School in the Cloud (SC) initiative using Self-Organised Learning Environments (SOLEs) and minimally invasive and technology-mediated pedagogy in India, the UK, and the USA. Grounded in emergent learning and Minimally Invasive Education (MIE), it fills a gap in digital education literature on post-funding viability of innovative environments. Using qualitative methods—site visits and interviews in communities and schools—the study assessed outcomes (digital literacy, reading comprehension, self-confidence) and sustainability barriers (financial, infrastructural, policy). Linking global digital learning trends to local realities, it validates autonomous, collaborative inquiry and proposes sustainable models for technology-enabled education. The findings show how SOLE pedagogy and emergent learning democratise education, build key skills, and deliver lasting benefits across socio-economic contexts. The article ends with a framework for sustaining SC Labs via community engagement, institutional ownership, and monetisation to ensure viability. It adds knowledge on scaling digital models in diverse settings and guides efforts to democratise education through minimally invasive, technology-enabled methods
Leveraging AI and STEAM for Resilient and Sustainable Economic Development Through Open Education: A Case for Eswatini
No full textThis paper explores how integrating Artificial Intelligence (AI) and Science, Technology, Engineering, Arts, and Mathematics (STEAM) into open education, particularly within Technical and Vocational Education and Training (TVET), can foster resilient and sustainable economic development in the Kingdom of Eswatini. The study critically examines Eswatini’s national transformation agenda, focusing on the TVET Policy 2022–2027, the National Development Plan 2023/24–2027/28, and the Education Sector Strategic Plan (ESSP) 2022–2034, which aim to address pressing socio-economic challenges: youth unemployment (49–56%), poverty (59% in 2017), and inequality (Gini coefficient ~0.55). Rooted in the African philosophy of Ubuntu, which emphasizes communal interdependence and mutual care, the paper advocates for inclusive, multi-sectoral strategies to ensure equitable access to education. Through a qualitative methodology combining policy analysis, literature review, and comparative case studies from Kenya, Rwanda, India, and Singapore, the study identifies best practices for AI-enhanced STEAM education within an open learning ecosystem. Tables and matrices summarize frameworks, while findings highlight the potential of technology-driven education to reduce unemployment, foster innovation, and promote social cohesion. The paper concludes with comprehensive policy recommendations and practical implications for educators, policymakers, and stakeholders, emphasizing collaboration across government, industry, and communities to achieve inclusive economic transformation.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 841
Recognition of Prior Learning: Policy and Practice in South African Universities
No full textRecognition of Prior Learning (RPL) was introduced in South Africa with the express aim to provide access to learning in higher education to groups that had been marginalised by the apartheid regime before democracy. After 30 years of RPL in South Africa, this paper takes stock of the policy and practice of RPL in South Africa and evaluates whether it has achieved its aim providing access to those marginalised from higher education. Between 2021 and 2024, the Council on Higher Education (CHE) in South Africa conducted institutional audits of all public universities in the country as part of its external quality assurance mandate. The policies and practices on RPL in South African universities are analysed by means of a document analyses of the Self-Evaluation Reports (SERs) submitted by South African universities. Recommendations are made for the future with a particular focus on the potentional of microcredentials in supporting RPL.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 067