Journal of Learning for Development

A Freirean Reckoning with AI and Capitalism in the Pursuit of Humanising Education across Technology-Mediated Contexts

2025-12-12T09:25:23+00:00

This commentary examines the integration of generative artificial intelligence (AI) into contemporary education through a Freirean lens, arguing that AI does not disrupt schooling so much as extends a neoliberalised system manipulated by efficiency, standardisation, and performative learning. Far from signalling a pedagogical shift, AI thrives in environments where intellectual struggle and dialogic inquiry have long been subordinated to outcomes-based accountability. Situating this critique within the field of open and distance learning (ODL), this article highlights how AI may exacerbate pressures towards automation, scale, and depersonalised instruction, particularly in development contexts where ODL is positioned as a mechanism for widening access. Through classroom and ODL-based examples, this commentary contends that the ethical task is not to reject AI but to reimagine its use in ways that deepen humanisation, cultivate agency, and strengthen relational forms of learning. It concludes with implications for ODL practitioners committed to equity, access, and social transformation.

A Conceptual Framework for Integrating Generative AI in Education through Ethical, Instructional, and Pedagogical Balance

2025-06-06T09:59:08+00:00

The emergence of Generative AI presents both opportunities and challenges, especially in technology enhanced learning (TEL) and open and distance learning (ODL). Guidance remains fragmented, with ethical safeguards, instructional design, and pedagogy often treated separately. This study identifies key indicators and synthesises integration of the Generative AI Integrated Framework for Education, GAIIFE, structured around three interdependent pillars: Ethical Considerations (EC), Instructional Development (ID), and Pedagogical Approach (PA). Using conceptual framework development to derive key dimensions from 17 papers, followed by a simplified Qualitative Comparative Analysis (QCA), two contrasting frameworks were compared to identify which dimensions were present or absent. One framework emphasises ethics, the other instructional design, and both omit pedagogical grounding. The Generative AI Integrated Framework for Education (GAIIFE) integrates ethical integrity, instructional alignment, and learner centred pedagogy to guide responsible Generative AI integration across educational contexts, with relevance for TEL and ODL. The framework contributes to equitable education by offering a practical guide for responsible Generative AI integration.

Designing and Evaluating a Game-Based AR Application for Heritage Learning: Insights from the Choirokoitia Mystery Game

2024-12-14T14:56:45+00:00

Within the trajectories of design-based research (DBR) and multimodal theory, this study captures the iterative processes undertaken to design, develop, and deploy game-based Augmented Reality (AR) applications for learning, exploration, and collaboration within higher education settings. Three game-based scenarios were designed set in a prehistoric neolithic site, Choirokoitia, in the Mediterranean region. The study investigated the pedagogical and technological affordances, complexities, and contradictions that our interdisciplinary team experienced during these iterative processes. Using a multimodal perspective and drawing on Klopfer and Squire’s (2008) framework, we delineated six phases, from aligning the AR scenario design with European project requirements and creating multimodal contexts, to identifying future research directions. The results demonstrate the intricacies and iterative processes utilised in harnessing multiple software and hardware resources for the conception and realisation of AR embedded within culturally and historically rooted contexts that enact affordances for exploration and collaboration. These endeavours were underpinned by pedagogical imperatives that focus on task-oriented activities.

Enhancing Educational Programme Quality in Higher Education through Adaptive Curriculum Leadership in the Digital Era

2025-10-09T13:51:36+00:00

This qualitative study explored how adaptive curriculum leadership enhanced educational programme quality amid digital transformation in higher education. Data were collected through in-depth interviews with academic leaders, including deans, programme chairpersons, senior faculty, and faculty experts from diverse disciplines in a Philippine state university. The findings show that adaptive curriculum leadership was critical for integrating digital technologies, fostering collaboration, and addressing challenges such as technological advancement, curriculum misalignment, and equitable access. Key social and technological forces driving adaptation include digital literacy, personalised learning, and global collaboration. Leadership strategies to address these challenges include infrastructure upgrades, faculty development, and curriculum redesign aligned with technological and industry needs. The study highlights flexibility, inclusivity, and responsiveness as essential for sustaining high-quality programmes in the digital era.

Ground-Up Innovation in Blended Learning: Faculty Experiences Toward Digital Transformation at Makerere University

2025-06-06T09:47:49+00:00

This article examines the experiences of Makerere University faculty members in Uganda, specifically their involvement in the co-design of blended courses and how these experiences influenced their adoption of technology-enhanced learning. Through a phenomenological approach and in-depth interviews with 12 faculty members across diverse disciplines, this article explains how faculty members brokered collaborative course design processes, navigated institutional pressures, and facilitated pedagogical transformation in a resource-constrained setting. The study reveals that peer mentorship, interdisciplinarity, and observable student interaction were among the key drivers of faculty commitment, whereas limited time, a lack of recognition, and entrenched hierarchies can deter long-term commitment. Faculty resilience and adaptive strategies were found to be key drivers of innovation, despite these challenges. The study recommends an institutional policy that is sensitive to academic agency, recognises blended learning as a component of formal workload allocation, and encourages the relational aspects of digital pedagogy. These are concerned with the creation of sustainable, locally enacted blended learning environments within the architecture of higher education within the Global South.

Exploring Student Contentment with Weekly Pedagogical Tool: A Demographic Analysis in Computing

2024-08-16T11:26:59+00:00

Despite the widespread adoption of digital pedagogical tools in higher education, there is limited empirical evidence regarding how demographic factors influence student perceptions of structured formative assessments in computing education. This study addresses this gap by examining associations between three demographic variables—gender, nationality, and programme of study—and student satisfaction with weekly challenge tests implemented in a computing module. Using a cross-sectional survey design, 198 first-year students at Asia Pacific University completed validated instruments measuring satisfaction with weekly digital assessments. Chi-square analyses revealed no significant associations between satisfaction and either gender (χ² = 8.58, p = .073) or nationality (χ² = 6.29, p = .178), indicating demographic equity in tool perception. Conversely, the programme of study showed a significant association with satisfaction (χ² = 33.27, p = .032), indicating discipline-specific variation in perceived pedagogical value. The findings contribute theoretically by demonstrating that well-designed digital formative assessments can achieve demographic neutrality while requiring programme-sensitive implementation. Practically, results inform inclusive instructional design principles for technology-enhanced learning and provide empirical support for context-aware pedagogical strategies. This study advances Sustainable Development Goal 4 by demonstrating the provision of equitable, quality education through data-informed digital pedagogy in computing disciplines.

Quality ODL Provision: Stakeholder Perspectives

2026-03-05T16:33:18+00:00

Online Teaching Practice Assessments at an ODeL College: ‘Learning in Practice’ Perspectives

2024-08-02T10:08:49+00:00

Learning in Practice (LiP) as a dimension of Work-Integrated Learning (WIL) encourages student-teachers to transform their teaching approaches by implementing innovative and evidence-based strategies that respond to the ever-changing (in this context) South African educational landscape. This research is grounded in the theory of transformative learning and the practice of mentoring. Additionally, it uses the social constructivist-interpretive lens to explore student teachers' lived learning in practice experiences during teaching practice placements. This exploratory study, conducted within an open and distance learning (OdeL) context, employed a qualitative approach, utilising a single-case study design and an online virtual videoconferencing platform for data collection. To generate themes, a manual thematic analysis process was employed, guided by the established thematic analysis framework. The findings revealed that participants echoed sentiments that mentoring in practice helped them grow and become professionals. Mentors also demonstrated effective teaching skills and encouraged them to present lessons that were well-received. Furthermore, mentors were accessible and approachable, providing guidance and constructive feedback on lesson presentations. Participants were exposed to authentic learning in practice contexts. Further research could explore school mentors' views of online assessments for learning in practice.

Self-Regulated Online Learning Instrument Adaptation: A Measurement Model

2024-04-06T12:28:03+00:00

Self-regulated online learning (SOL) is the self-regulation of students who study independently in online learning. Jansen et al. (2016) show that self-regulated online learning (SOL) has five dimensions or factors: 1) metacognitive skills, 2) time management, 3) environmental structuring, 4) persistence, and 5) help-seeking. SOL is a new instrument that measures students' self-regulation in online learning. However, this instrument has yet to be adapted to Indonesian culture. Therefore, an adaptation process is needed in the context of Indonesian culture. This study aims to determine the validation of SOL in Indonesia's context and culture. The adaptation process was carried out following the guidelines of Beaton et al. (2000). Data were collected from 780 students in Vocational High Schools (VHS) majoring in automation and office management program (AOMP) in Central Java, Indonesia, selected by accidental sampling. Data analysis used Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), assisted by SPSS 23.0 and LISREL 8.80. The results show that the construct of the SOL adaptation instrument needs to be validated and more reliable. Thus, this instrument does not meet the principle of convergent validity.

Factors Influencing Nursing and Health Techniques Students' Motivation using Learning Management Systems: A Multicentre Cross-Sectional Study

2024-10-04T11:13:14+00:00

Distance learning has become an effective alternative to face-to-face learning in many fields, including the health professions. This study aims to identify the factors influencing nursing and health techniques students' motivation using learning management systems. A multicenter cross-sectional study was conducted across students from public institutions in Morocco, providing distance education in health sciences. Student motivation was tested using the Situational Motivation Scale. The learning management system was evaluated through a questionnaire containing 04 sub-components: course content quality, online learning activities, course technology, and student Support. Both correlation and logistic regression analyses were conducted to meet the study objectives. A total of 1061 students took part in the study. The multiple logistic regression analysis indicated that course content quality (aOR=1.771; 95% CI=1.402-2.236; p<0.001) and online learning activities (aOR=1.306; 95% CI=1.010-1.688; p<0.042) were the key factors impacting students' motivation. This study highlighted the importance of prioritizing student motivation in the design and development of distance learning courses through learning management systems.

Management Graduates' Attitudes to Green Technology Integration and AI Tools for Sustainable Business Practices

2025-08-01T13:15:19+00:00

Sustainable development ensures global progress without compromising future generations' opportunities. UN Sustainable Development Goals aim to integrate Green Technology and AI applications among business and management professionals. This descriptive study examines management graduates' attitudes toward sustainability, Green-Technology Integration (GTI), and institutional support for AI in education to foster sustainable business practices. The study is based on the intelligent Socio-Technical Systems (iSTS) framework. A structured questionnaire collected responses from 389 management students in Kerala, India via stratified participation. The data was coded, anonymised and analysed statistically. Findings highlight the role of curriculum design, faculty expertise, and institutional initiatives in shaping sustainability awareness. Significant correlations exist between graduates’ perceptions of GTI (mean = 4.14), sustainability in education, AI’s role, institutional support, and curriculum support (r = 0.651, p < 0.01), emphasising AI’s role in sustainability education. The study advocates for AI-driven training and courses to enhance graduates' eco-friendly innovation capabilities, offering insights for academic leaders, policymakers, researchers and environmental advocates.

Collaborative Learning through Technology: Secondary School Mathematics Teachers’ Perspectives on Digital Professional Communities

2025-10-17T12:50:03+00:00

This study explored secondary mathematics teachers’ perceptions of digital professional communities and their role in professional learning, collaboration, and instructional innovation. Using a qualitative approach, 120 teachers from public and private secondary schools in Rwanda’s South Province were purposively selected and interviewed. Findings indicated that online communities and peer-sharing platforms enhanced access to different teaching resources, improved collaboration, and supported problem-solving, while also reducing professional isolation and providing psychosocial benefits. Teachers reported improved pedagogical confidence, motivation, and opportunities for mentorship and cross-border collaboration. However, challenges such as poor internet connectivity, digital literacy gaps, time constraints, and limited institutional support delayed full engagement, particularly in rural contexts. The study recommends investment in digital infrastructure, targeted capacity building, and institutional support to optimise the potential of digital professional communities for secondary mathematics teachers.

Technology-enabled Professional Development of Teachers: A Systematic Review of Utilisation, Benefits, Challenges and Best Practices

2024-10-28T10:43:40+00:00

This paper presents a review on the use of technology in promoting teacher professional development in relation to its utilisation, benefits, challenges, and best practices. Lack of systematic analysis on these aspects within the literature prompted the need for this review. A systematic review technique was applied, and 47 studies published between 2010 and 2025 from various countries were selected from different databases for detailed analysis. These studies focused on in-service school professional development and higher education teachers. The findings highlight that teachers use digital tools, platforms and materials, such as smartphones, computers, laptops, Artificial Intelligence tools (like ChatGPT), Learning Management Systems, webinars, social media communities, Open Educational Resources, and multimedia for professional development. They found several benefits to the use of technology for their professional development, such as its flexibility, eliminating geographical boundaries, easy resource availability, time saving, extending professional networks, and improving digital skills. However, lack of digital devices, limited digital skills, poor internet connections, insufficient interaction, inadequate institutional support, concerns about AI accuracy, and plagiarism were found to be challenges. Best practices include receiving governmental and institutional support, designing user-friendly platforms, encouraging effective collaboration, considering participants' psychological factors, and conducting follow-up studies to gauge its effectiveness. The results of this systematic review should assist stakeholders in addressing these limitations and using technology more effectively.

Book Review: Handbook of Open Universities Around the World

2026-02-12T02:56:51+00:00

Book Review: The Eight Levers of EdTech Transformation: A Field Guide to the New Future-Focused L&D

2025-11-23T19:44:15+00:00

CodeMentor-AI: AI-Powered Feedback Application for Programming in Open and Distance Learning

2025-03-28T10:44:52+00:00

This study examines CodeMentor-AI, an AI-powered tool that delivers immediate, adaptive and context-aware feedback on programming tasks. It supports iterative practice and self-managed learning to better prepare ODL learners for graded assessment. In a pilot focus group with eight ODL programming students, participants reported rapid assistance, clear understanding, practical gains, sustained engagement and motivation, and increased confidence to tackle the graded assessment and collectively strengthened self-managed learning.

Adoption and Perceptions of Remote and Online Teaching by Secondary School Educators in Mauritius during Covid-19: Implications for Policy and Practice

2025-12-11T10:39:54+00:00

The Covid-19 pandemic significantly disrupted education systems worldwide, with developing and poor countries experiencing severe impacts. In Mauritius, the government responded swiftly by implementing emergency remote and online teaching through audio-visual and internet-based methods. Educators, however, had to abruptly transition to these new modes of instruction, relying heavily on their prior knowledge of ICTs. While emergency remote and online teaching allowed for continued student engagement, these efforts were often characterised by ad hoc measures rather than well-prepared plans akin to those in sectors like IT, which have established business continuity and disaster recovery strategies. This study explores the experiences of secondary school educators in Mauritius during the pandemic, focusing on their willingness to adopt remote and online teaching, their involvement from a techno-pedagogical perspective, and their perceptions of its effectiveness. The findings indicate that while educators recognised the potential of remote and online teaching, inadequate digital infrastructure emerged as a significant barrier to effective implementation, and ICT literacy was the strongest predictor of educators’ willingness to adopt remote and online teaching. Based on these insights, key policy recommendations include the need for a comprehensive national technology-enabled learning policy, continuous professional development for educators, the integration of remote and online teaching into regular curricula, the promotion of asynchronous learning rather than virtual classrooms during school closures and a review of major initiatives with mitigated results. These measures are essential to ensure learning continuity and improve the resilience of the education system in future crises.