Digitally transformed learning environment: An obligatory disruption for education in Africa

Amoran O. B; Fakuade Olubusayo Victor; Alamu S. S; Mary Aminat Fakuade

Digitally transformed learning environment: An obligatory disruption for education in Africa

Abstract: Control and development of education as they affect the performance of students in Africa are issues that have received various reactions from scholars. There are myriads of challenges in this regard among which are inconsistencies in policy and meager funding. Attitudinal challenges from both the teachers and students to the learning environment over the years need re-evaluation from the stakeholders in order to adopt relevant, digital, and transformation technologies that are capable of redefining the educational system in Africa. Digitisation has brought with it numerous solutions that can transform the current situation and possibly make a pathway for future growth and development of the learning environment bedeviled by anxieties about how to use technologies to mitigate and augment the system. This paper systematically used secondary sources of information to position digital transformation as a mandatory force that the African education system needs to shore up areas of deleterious concerns and fashion out an enduring system. As the learning environment changes, the society can leverage on the technological advancement available to it and enrich the performance of teachers and learners. Conclusion and recommendations were based on the need to transpose the learning environment away from the traditional goals that are no longer beneficial that which positions Africa as an all-inclusive haven for knowledge acquisition, peace, safety, and fulfillment of potentials in teaching and learning.

AMJD Volume. 13, Issue 1 (2024)

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Digitally transformed learning environment: An obligatory disruption for education in Africa