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From Resistance to Acceptance: Fostering a Positive Attitude Toward Digital Technology Utilization in Nigeria's Basic Education Sector
No full textThis study examines the impact of UBEC-NTI workshops on fostering positive attitudes toward digital technology adoption among basic school teachers in Nigeria's 37 smart schools. Using a stratified random sample of 120 teachers across six geopolitical zones, the research employed pre-post questionnaires and classroom observations to assess attitudinal changes. Results revealed statistically significant improvements in both teachers' attitudes (t=26.14, p<.0001, mean increase from 2.32 to 4.18) and willingness to adopt technology (t=15.65, p<.0001, mean increase from 3.11 to 4.43). However, key barriers persist, including inadequate electricity (65.8%), inconsistent internet (60.8%), and residual negative attitudes (45%). The findings demonstrate that the targeted professional development effectively shifts teachers' attitude and willingness to adopt digital technology in the teaching and learning process. The study recommends the scale up of UBEC-NTI workshop on attitudinal change in digital technology to become an annual programme and the provision of enhanced solar power solutions for all smart schools to ensure stable electricity.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 856
Sustaining Communities of Learning and Practice in Innovative Open Education Through a Culture of Cooperation and Networking
No full textWhile new institutions of open education are springing up today, many that have hitherto operated traditional mode of instruction delivery are now espousing the open learning mode, alongside the traditional mode. This means increased opportunities for access to higher education, even as it suggests incidence of competitions among stakeholder institutions. How might open learning institutions foster a culture of networking and cooperation to sustain communities of learning and practice in innovative open education? How might threats of competitions among these communities function to the benefit of innovative open education and its institutions? I adopt secondary data collection and analysis approach, and I identify the fundamental rationales for embracing culture of cooperation. I hinge the discussion on John Rawls’ theory of cooperation that “social cooperation makes possible a better life for all than any would have, if each were to live solely by its own efforts”. The discussion also derives from O'Toole and Meier who perceive managerial networking as “establishing contacts with key actors in the environment for the purpose of identifying and implementing mutually acceptable, even attractive, jointly determined decision”. I conclude that communities of learning and practice in innovative open education could be built and/or sustained by fostering a culture of cooperation through public-private partnerships, and through creation of a directorate of international linkages, networking and cooperation that would commit to this mission.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 265
Research Data Management as a Catalyst for Sustainable Learning Communities in Botswana's Higher Education: A Conceptual Exploration
No full textThis conceptual paper examines how Research Data Management (RDM) can act as a catalyst for developing sustainable learning communities within Botswana's higher education sector. Grounded in FAIR principles and theories of collaborative engagement, the paper synthesises current literature and international models to demonstrate how RDM can extend beyond merely adhering to regulatory requirements towards fostering co-creative open educational practices. It highlights that structured data stewardship allows local institutions to curate and reuse datasets in order to create Open Educational Resources (OER), promote collaboration across institutions, and empower students to drive data narratives. Although national initiatives, such as draft Open Science policies, represent significant progress, challenges related to infrastructure, skills, and institutional mandates still hinder the widespread adoption of RDM. By drawing on successful global examples and proposing aspirational use cases for localising OER through RDM, this paper offers actionable recommendations for governance, pedagogy, and regional collaboration. Ultimately, it advocates for further research into context-sensitive paths for implementation that can foster inclusive and innovative knowledge ecosystems within African higher education.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 151
Amplifying the Voices of Marginalized Girls and Young Women Through the Provision of Social and Entrepreneurial Skills: Experience of the Institute of Adult Education
No full textThis study explores the practical aspects of the Institute of Adult Education’s (IAE) programmes for empowering marginalised and vulnerable girls and young women in Tanzania through providing them with entrepreneurial skills, raising awareness of their rights and empowering them to demand that their needs are met. Purposive and random sampling were employed by the study to obtain 123 girls and women participants from five project interventions. Data was collected between 2016 and 2024 through the use of in-depth open ended interviews with 26 randomly selected girls and young women, 3 project coordinators, 5 group leaders and 2 ward education officers who were purposively selected. Other data was generated from the use of focus group discussions for a nonrandom sample of 87 girls and young women, as well as from reviewing 11 documents. Overall, the evidence from the study suggests that IAE programmes played a major role in equipping girls and young women with socioeconomic skills and the ability to voice their needs and concerns, some of which were gender-based harassment, and the right to a sustainable livelihood and quality health services. The IAE interventions helped improve the quality of the livelihoods of girls and young women in parallel with increasing the capacity of administrators responsible for implementing socio-economic interventions. In the context of similar studies on women's empowerment in various parts of Tanzania, this study contributes by providing a greater understanding of how developing entrepreneurial, vocational and social skills can help fight poverty while improving the quality of the livelihoods of girls and young women in Tanzania.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 692
Harnessing Emerging Technologies for Inclusive and Resilient Open Education: The Role of Policy, Governance and Partnerships
No full textEmerging technology-enabled open learning ecosystems (OLEs) offer previously unheard-of possibilities for improved access, resilience, and inclusivity in global education. However, ongoing challenges like the digital divide, deep gender disparities in participation and engagement, resource limitations, and governance issues remain obstacles to its achievement. The objective of the study is to investigate how to use cutting-edge technologies to build resilient and inclusive Open Learning Ecosystems (OLEs). The study specifically examined the synergistic connections between: (a) public-private partnerships (PPPs); (b) gender-responsive policies; (c) adaptive governance frameworks; and (d) emerging technologies. Based on a convergent mixedmethods approach, the study established these interdependencies from the analysis of platform interaction data (from ≈50,000 interactions across 3 diverse platforms), policy texts, comparative case studies (N=2 national initiatives), stakeholder surveys (N=685 learners; N=115 staff/administrators), and in-depth interviews (N=32 stakeholders). Findings reveal statistically significant gender interaction biases (as hinted by H1 mitigation requirements), positive correlations between adaptive governance effectiveness perceptions and OLE satisfaction (H2), as well as the overarching centrality of PPPs to resource mobilization (H3). Most crucially, proof demonstrates how such determinants interact, each one influencing the other. The paper concluded that successful OLEs depend not just on technology adoption alone, but also on the intentional integration of these four components working together as an interdependent system. The study presents an evidence-based model and actionable policy recommendations for policymakers, educators, and technology providers with the emphasis that a holistic approach integrating social, structural, and technological aspects is required to establish sustainable open education models that support global cooperation for inclusive development through education.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 774
Instructional Design in Teaching and Learning: A Critical Pedagogy in Online Learning
No full textThis study investigates how instructional design can enhance teaching and learning within online learning environments, particularly through the lens of critical pedagogy. Using a case study design, the research explores the application of instructional design principles to create engaging and inclusive digital learning experiences. A qualitative methodology was employed, utilizing open-ended questionnaires and focus group discussions to capture the perspectives of both lecturers and students at the University of Botswana. Data were analysed using thematic categorization, and content analysis to generate comprehensive insights. Key themes that emerged included learner-centred design, ethical considerations in digital education, challenges in implementing instructional design, and the integration of technology in online pedagogy. Thematic analysis revealed a generally positive attitude toward instructional design, with faculty highlighting its strategic and pedagogical value, while students emphasized its role in enhancing engagement and learning relevance. The findings underscore the importance of adopting structured instructional design frameworks to bridge the digital divide and improve the quality of digital learning particularly in Botswana and similar global contexts. This study proposes the Contextualized and Responsive Instructional Design (CRID) Framework to guide higher education institutions in implementing research-informed, equity-focused, and innovative online learning strategies. Recommendations include the adoption of evidence-based instructional design models, expanded faculty training in digital pedagogy, and the development of supportive institutional policies.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 512
Demographic Factors that Predict Open University Undergraduate Students' Well-Being
No full textRecent research studies on student well-being in higher education have emphasised the importance of various psychological factors, however, in online learning environments, demographic factors have been shown to have particularly strong relationships with well-being. This mixed-methods study explored the relationship between demographic variables and student well-being in open and distance learning (ODL) using the PERMA framework. The participants (age: mean = 38.2, SD = 6.5) were BEd students in primary education at an ODL institution in Botswana. Data from a survey (n = 215) and focus-group interviews (7 groups, n = 35) revealed that the only significant demographic predictor of undergraduate students’ perceived well-being was higher levels of education. Qualitative analyses indicate that higher qualifications were related to career advancement, self-actualisation, self-confidence, social status, multi-level learning, a sense of belonging and positive emotions. This study assists in gaining insight into which demographic variable/s enhance student well-being, that, in turn, may help in designing optimal ODL learning environments to support students effectively
Assessing Challenges Faced by Learners with Visually Impairment in Teaching and Learning Mathematics. A Case Study of an Inclusive High School in Lesotho
No full textGlobally, there is a growing trend that places emphasis on inclusive practices that focus on addressing disparities in access to quality education for individuals with visual impairment especially in developing countries. This qualitative case study assessed the challenges that learners with visual impairment face in studying Mathematics. Drawing on interviews and classroom observations involving 15 visually impaired learners, 5 teachers and 3 visually impaired graduates at an inclusive high school in Lesotho, the study explored the complex nature of these challenges, stemming from inadequate access to learning materials, difficulties in understanding visual concepts and communication barriers. Using thematic analysis, the finding indicated the necessity of accessible teaching strategies and robust support systems tailored to the needs of learners with visual impairment for future employability in numeracy-based careers. Recommendations arising from the study include integrating assistive technologies, adapting teaching methods, developing individualized education plans and improving assessment practices to ensure equitable evaluation for the visually impaired.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 323
Technophobia: Fostering Equitable Access in Open Education
No full textOne of the concerns about the pervasive nature of artificial intelligence is its potential to exacerbate the existing digital divide. This concern is even more rife when we consider women’s engagement with technology, as studies have shown that there are far fewer women in the AI field than men, with at least a 56% disparity. The same is true in the workforce. Regarding women’s inclusion in open education, the story is the same. In at least three surveys conducted by the author on NOUN students, women account for far less than male respondents. Over the years, STEM education and, recently, STEAM, have been proposed to address this issue, but the extent to which these have achieved the desired outcome is open to debate. Given the nature of open and distance learning and its reliance on technology, how might we employ technology to drive women’s learning and inclusion? Does nurture or nature influence how women learn and use technology? Using the qualitative methodology and lifelong learning theory, this study argues that micro-credentials can foster inclusion beyond courses to recognise formal, informal and non-formal learning or ‘other ways of learning’ and prior learning.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 006
Sustaining Communities of Learning and Practice in Innovative Open Education: A Case Study of Ha Lethena Learning Post
No full textEmerging technologies have transformed education by enabling innovative Open Education Practices (OEP). This study, grounded in the Community of Practice (CoP) theoretical framework, investigates how resilient learning communities are sustained at the Ha Lethena Learning Post in Lesotho’s remote Machache region. It explores how contextually adapted Open and Distance Learning (ODL) strategies promote educational resilience, inclusion, and collaboration in underserved communities.
Using a qualitative case study design, the research draws on data from semi-structured interviews, focus groups, and participant observations involving 18 stakeholders, including learners, facilitators, parents, and local partners. The findings reveal that familial engagement, peer mentoring, and community partnerships play a central role in maintaining learning continuity. Despite limited access to digital infrastructure, the learning post effectively employs primer workbooks, WhatsApp messaging, and phone calls to facilitate instruction and learner engagement.
The study demonstrates how community founded innovations in ODL can expand educational access for marginalized populations. It also critically reflects on the applicability and limitations of CoP principles in low-resource rural contexts. The paper concludes with recommendations for policy and curriculum development to support scalable, inclusive models of community-based ODL.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 655