Jul 2026· The African journal of information and communication· pp. 1-12· 0 citations
TL;DR
Examination of Liberian educators’ experiences of digital provision under conditions of fragility in the country’s higher education sector finds that continuity is sustained to a great extent not through the provision of technological systems and user acceptance of those systems, but rather through educators’ adaptations to the unstable state of the technological infrastructure.
Abstract
Digital transformation in higher education is frequently framed in terms of access and adoption. Such framings generally failed to consider how digital higher education systems function under conditions of persistent infrastructural instability and constrained institutional capacity. This study examines Liberian educators’ experiences of digital provision under conditions of fragility in the country’s higher education sector. Based on data from interviews and a survey with 22 educators across 11 Liberian tertiary institutions, the research found that continuity is sustained to a great extent not through the provision of technological systems and user acceptance of those systems, but rather through educators’ adaptations to the unstable state of the technological infrastructure. The educators’ responses fall into four main instability absorption categories—responsibility displacement; non-institutional and informal communication infrastructures; communicative labour; and uneven digital labour—and the study proposes the instability absorption model (IAM) to explain how these absorption practices sustain digital education delivery. The model frames technology adoption under conditions of fragility as a process of sustained operationalisation, where systems continue functioning through continuous human absorption of infrastructure disruption.
Inclusive education is recognized in global and national frameworks as a fundamental right. However, students with disabilities in Sri Lankan higher education institutions continue to encounter structural barriers in their everyday life at the university. This qualitative case study examines how students with and without disabilities perceive accessibility across physical and digital environments at a Sri Lankan state university and how institutional policies conceptualize and operationalize accessibility within this context. Guided by the Social Model of Disability, the study examines how physical and digital infrastructure, together with policy implementation, shape structural conditions of inclusion and exclusion.
Data were collected through an open-ended online questionnaire completed by 15 students, voluntary follow-up semi-structured interviews with five of those students, observations of physical and digital infrastructure (the university website and Learning Management System) within the university environment, and analysis of two institutional disability policies from the same university. Thematic analysis showed that physical accessibility is selectively retrofitted rather than embedded by design; that digital systems are technically available but not integrated into inclusive teaching, producing access without participation; that teaching is organized around a hearing, speaking “standard” learner, with no provision of sign language; and that, in the absence of formal support, students with disabilities depend on peers and family to move around campus, follow lectures, and voice grievances. Policy analysis showed that although institutional documents set out commitments and procedures, these are not consistently communicated to students or implemented in practice, producing a gap between policy and students’ lived experiences.
By triangulating student perspectives with observational and policy analysis, this study illustrates how structural exclusion emerges through the interaction of architectural design, pedagogical practice, and policy implementation within a publicly funded rural university context. The findings point to the need to move beyond rhetorical commitments toward accountable, system-level approaches to inclusive education in Sri Lanka and similar developing higher education systems.
Hirosha Lakmali Kalupe· Journal of Comparative Socia...· 1 citation
Bangladesh has pursued information and communication technology in education through digital content, multimedia classrooms, teacher-development initiatives, online platforms and, more recently, an explicit policy commitment to blended learning. Yet the system’s digital transformation remains uneven, with substantial differences between policy ambition, institutional capacity and learners’ actual opportunities to benefit. This critical narrative review examines the trajectory of technology integration across primary, secondary and higher education, evaluates the implementation barriers revealed before and during the coronavirus disease 2019 disruption, and develops priorities for a more equitable and educationally consequential transformation. Literature published principally from 2009 to 21 May 2026 was identified through live searches of accessible scholarly indexes, journal and DOI records, institutional repositories and authoritative national and international sources, supplemented by citation searching. The evidence indicates that Bangladesh has expanded the visibility and acceptability of digital education, but much of the empirical literature measures attitudes, intentions and self-reported experiences rather than learning outcomes, institutional performance or long-term equity effects. The strongest recurring constraints are unreliable connectivity and electricity, device and data affordability, multidimensional digital exclusion, weak pedagogical integration, uneven teacher support, limited institutional readiness, fragile maintenance arrangements and misalignment between digital delivery, curriculum and assessment. Pandemic-era online learning accelerated experimentation but also exposed a system dependent on household resources and urban connectivity. Studies of teacher development suggest that school-embedded, iterative and context-sensitive support is more credible than short technical training, while higher-education studies consistently favour blended over fully online provision. Future progress therefore depends less on adding isolated platforms than on building a resilient learning ecosystem that guarantees minimum access, strengthens teacher and leadership capability, supports Bangla and accessible content, governs data and artificial intelligence responsibly, and evaluates whether technology improves learning, inclusion and system responsiveness.
Md. Al Murshed, Ummy Anisa Tabassum· Asian Journal of Education a...· 0 citations
Abstract This research examines the impact of the national power outages during the last quarter of 2024 on students in the hybrid modality at the Universidad Politécnica Estatal del Carchi (UPEC) [State Polytechnic University of Carchi], Ecuador. The study analyzes the effects on academic continuity, access to digital resources, and student persistence. Adopting a mixed-methodological approach, a survey was administered to 177 affected students to identify their adaptation strategies and the socioeconomic barriers encountered. The results reveal a significant energy-digital gap, where students resorted to precarious solutions such as mobile data consumption and portable power units, facing high costs and logistical limitations. Furthermore, the findings evidence a decline in student motivation, with a critical proportion considering academic withdrawal due to systemic uncertainty. The discussion highlights the urgency of moving beyond traditional contingency planning toward energy-resilient educational models. It concludes that the sustainability of hybrid education in Latin America is structurally dependent on basic infrastructure, challenging the assumption of universal digital ubiquity.
Patricio Moreno-Gudiño, D. Ruiz-Onofre· Texto Livre· 0 citations
This study investigates how teacher development and school-based innovation are fostered through integrated and holistic strategies in vocational education, aligning with the vision of the Century of Türkiye Education Model. Utilizing a qualitative case study design, the research draws on document analysis and participant observation to examine the institutional dynamics of a public vocational high school operating under Türkiye’s Sectoral Excellence Framework. The institution is situated within a regional ecosystem of organized industrial zones, universities, and innovation networks. Data were collected between September 2024 and May 2025 through institutional records, Erasmus+ and national project reports, and field notes from academic and sectoral events. The findings reveal a multidimensional school ecosystem that enables meaningful collaboration among educators, industry stakeholders, and academic actors. Key dimensions include green skills implementation, digital pedagogical tools, and inclusive practices promoting student engagement and workforce readiness. Although the school lacks administrative autonomy and direct access to independent funding, its active role in international networks and local partnerships supports adaptive and scalable innovation. This case illustrates how vocational schools in Türkiye can respond to local educational needs while aligning with global frameworks such as sustainable development and digital transformation. The study offers insights for building responsive and future-ready systems.
Hüseyin Serbes· Educational Academic Researc...· 0 citations
The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
The rapid infusion of modern technology into educational environments has irreversibly
reconfigured the nature of classroom discourse, reshaping how knowledge is produced,
negotiated, and validated in higher education settings. This qualitative study examines the
discursive patterns that emerge when instructors and students engage with innovative digital tools
including generative artificial intelligence (AI) platforms, immersive extended reality (XR)
environments, and adaptive learning management systems (LMS), within university classrooms.
Grounded in a critical discourse analysis (CDA) framework and informed by sociocultural theory,
the study draws on multi-site ethnographic observations, semi-structured interviews, and
documentary analysis conducted across five Nigerian universities over an eight-month period.
Findings reveal four thematic discourse formations: (1) techno-epistemic repositioning, wherein
digital tools disrupt traditional authority structures; (2) collaborative innovation talk,
characterized by emergent peer-to-peer knowledge co-construction; (3) resistance and
negotiation discourse, reflecting tensions between institutional norms and technological
affordances; and (4) reflective meta-discourse, wherein learners and instructors interrogate the
implications of AI-mediated knowledge. The study contributes to a growing body of literature on
technology-mediated pedagogy by revealing how innovation discourse in classrooms is
simultaneously emancipatory and constraining, offering practitioners, policymakers, and
educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning
twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations