COVID-19 and Digital Transformation in Higher Education Institutions: Towards Inclusive and Equitable Access to Quality Education

Education Sciences, Journal Year: 2024, Volume and Issue: 14(8), P. 819 - 819

Published: July 26, 2024

While the impact of COVID-19 pandemic has affected both developing and developed countries, students from disadvantaged groups have suffered significantly. During pandemic, these not only struggled to access online education but also faced various forms exclusion. In post-COVID-19 era, this systematic literature review employs concept social justice framework investigate implications on higher worldwide, focusing opportunities challenges digital transformation in ensuring inclusive equitable quality education. The findings suggest that while provided substantive benefits, its adoption ushered for learning. emphasizes institutions (HEIs), alongside their governments, bear responsibility mitigating inherent context learning, thereby advocating implementation comprehensive strategies adhere best practices embrace inclusivity. By operationalizing strategies, HEIs will be success all students, preventing analogous may arise instances future crises limiting physical mobility.

Language: Английский

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Exploring student perspectives on generative artificial intelligence in higher education learning

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: July 15, 2024

Abstract This study examined the perspectives of Ghanaian higher education students on use ChatGPT. The Students’ ChatGPT Experiences Scale (SCES) was developed and validated to evaluate students’ as a learning tool. A total 277 from universities colleges participated in study. Through exploratory factor analysis, three-factor structure students' (ChatGPT academic benefits, concerns, accessibility attitude towards ChatGPT) identified. confirmatory analysis carried out confirm identified factors. majority are aware recognize potential Gen AI tools like supporting their learning. However, significant number reported using mainly for non-academic purposes, citing concerns such policy violations, excessive reliance technology, lack originality assignments, security risks. Students assignments rather than class or group projects. noted that they have not received any training how safely effectively. implications practice discussed terms well-informed guidelines strategies can support teaching improve student

Language: Английский

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Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review

Cogent Education, Journal Year: 2025, Volume and Issue: 12(1)

Published: Feb. 24, 2025

Language: Английский

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Technology-Enhanced Learning in Africa: A Challenge and Opportunity?

Africa Education Review, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 38

Published: March 25, 2025

Language: Английский

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Navigating Learning Challenges: Insights from Adult Learners with Visual Impairment During the COVID-19 Pandemic in Eswatini

Adult Education Quarterly, Journal Year: 2025, Volume and Issue: unknown

Published: April 10, 2025

The importance of using new technologies for learner engagement throughout COVID-19 pandemic cannot be overemphasized. This study examined the challenges faced by adult learners with visual impairment, whose studies were significantly affected implementation lockdown and social distancing, which caused them to stop learning in Eswatini. Using phenomenological design three impairment purposively chosen participate. Adult responded a semi-structured interview guide during individual conversations. data analyzed qualitative thematic analysis. Ethical considerations such as informed consent, confidentiality anonymity observed. findings revealed themes isolation, personal challenges, lack institutional assistance. participants reported devices, inadequate technology skills their reliance on sighted peers Comprehensiveness has always been challenge disabilities generally, but now escalated it.

Language: Английский

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Assessing Digital Media and the Learning Process among Private Universities in Nigeria in the Post-COVID-19 Era

Journal of Education and Learning Technology, Journal Year: 2025, Volume and Issue: 6(4), P. 173 - 173

Published: April 11, 2025

Studies on digital media learning among schools in Nigeria have focused more the experiences of both learners and facilitators COVID-19 lockdown with only a few reflecting post-COVID using media. Relying secondary sources, this study interrogated fate private universities era Nigeria. The findings revealed that unlike public which struggled to respond challenges amid lockdown, several responded firmly ensure was sustained. This response, however, ushered new like limited finance, erratic internet services, poor student assessment procedure, lack basic technology skills tutors learners, absence defined coping mechanisms for changes concerns about integrity evaluation context learning. has been made worse post-COVID-19 where even meet However, need sustain as normal at remains consistently compelling given relative positive impacts students’ performances teachers’ capacity-building across globe. study, therefore, concluded must they capitalise gains recorded from online by sustaining its practice global standards. Also, government provide an adequate support system universities. Keywords: Covid-19, Education, Digitisation, Learning, Communication.

Language: Английский

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Strategies for overcoming the digital divide during the COVID‐19 pandemic in higher education institutions in Ghana

British Journal of Educational Technology, Journal Year: 2023, Volume and Issue: 54(6), P. 1441 - 1462

Published: June 26, 2023

Abstract The COVID‐19 pandemic led to the closure of higher educational institutions (HEIs) and affected teaching learning processes in all levels. increased digital gap existing minimal Internet connectivity access technology. As a result impact on education, HEIs Ghana moved from traditional face‐to‐face classes remote education or hybrid learning. Therefore, it is important understand how technologies divide influenced sub‐Saharan Africa. Thus, purpose this research was investigate strategies universities used overcome during pandemic. study also aimed explore challenges experiences dealing with Data were collected following qualitative design. Thirty‐five in‐depth semi‐structured interviews (25 faculty 10 administrators) two private three public obtained analysed via thematic analysis approach. Findings thematized by pandemic, provision affordable for students, staff, use resources courses, creation information communication technology platforms administrators, professional development workshops/trainings skills knowledge. These results discussed three‐level model framework (school, classroom student) history infrastructure By analysing HEIs' experiences, contributes balanced understanding issue Practitioner notes What already known about topic has worldwide, including those Africa, changed process education. There dearth studies regarding progress Lack Africa (Ghana) paper adds This study, unlike earlier ones similar focus, investigated show following: evidence students lack bandwidth, adoption using ICT instructors trainings Implications practice and/or policy identifies instructional address reduce findings theoretically under proving utility comprehensive Then, they interpreted concerning discursive unbalance studies. makes detailed recommendations can effects experience future disruptions increase tools remote/hybrid distance environment

Language: Английский

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Disability Inclusion and Pandemic Policymaking in South Africa: A Framework Analysis

Scandinavian Journal of Disability Research, Journal Year: 2024, Volume and Issue: 26(1)

Published: May 21, 2024

A growing body of research demonstrates the disproportionate effects COVID-19 pandemic on people with disabilities. Existing inequities, especially in healthcare, were deepened during this period, highlighting need for policymakers to consider specific needs disabilities crises. We conducted a framework analysis health-related policy South Africa 2020, investigating extent which country’s response was disability-inclusive. Our findings demonstrated limited conceptions disability reflected decision-making, and general failure lockdown other measures. One government department made positive statements about disability-inclusive services support, but these unactionable context existing infrastructure resources. In spite Africa’s ratification United Nations Convention Rights Persons Disability, study inadequate buy-in capacity across implement inclusion.

Language: Английский

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Exploring COVID-19 Pandemic Impact, Online Engagement, and Digital Divide on Disadvantaged Undergraduate Students in South African Universities

Published: May 9, 2023

Abstract This qualitative research study was aimed at exploring Covid-19 pandemic and its impact via online engagement on disadvantaged undergraduate students resulting in digital divide. The supported by the connectivism theory. methodology approach an eight year (2014-2022) duration systematic literature review using Educational Resources Information Center (ERIC), Google Scholar, Scopus, Web of Science (WoS) databases as advanced search strategies. Findings from SLR provided 56 included relevant publications confirmed Reference Section. Here, findings justified factors responsible for divide impacts. Connectivism suggested to control recommends experienced among South African universities numerous supports free trainings computer skills, while government provides low data cost Wi-Fi services.

Language: Английский

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Seniors’ Knowledge-Based Digital Marginalization in the Era of Information Technology Advancements

Journal of the Knowledge Economy, Journal Year: 2023, Volume and Issue: 15(3), P. 12622 - 12650

Published: Nov. 13, 2023

Language: Английский

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