| Title | Chapter 5: Navigating digital inequality in African higher education |
|---|---|
| Subtitle | Challenges and charting a path forward |
| DOI | https://doi.org/10.4102/aosis.2025.BK494.05 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/494 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Nobert R Jere, Gardner Mwansa, Memory Ranga, Attlee M Gamundani & Pardon B Maoneke (eds.) Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Published on | 2025-04-11 |
| Long abstract | Digital inequality in education refers to disparities in access to and effective use of digital technologies by students and teachers. This inequality has worsened with the increasing integration of technology in education. Essential online learning tools, such as smartphones, tablets and personal computers, are often inaccessible to many students because of a lack of funding or inadequate technology infrastructure. Reliable and fast Internet access is crucial for participating in online courses, accessing learning materials, and completing assignments; however, rural learners often suffer from poor connectivity. Additionally, the cost of maintaining devices and Internet plans can be prohibitive for low-income families. Variations in proficiency levels with technology among learners and teachers further exacerbate the issue, as some may struggle with software, navigating online platforms or critically evaluating information sources. Addressing digital inequality in higher education requires a reliable strategy, especially in rural areas of developing nations. Comprehensive and culturally sensitive digital content can help bridge these gaps and create a more inclusive educational environment. This chapter explores digital inequality and the role of service providers in mitigating these challenges, emphasising the need to understand the current situation and take actionable steps to address digital disparities in the higher education sector. |
| Print length | 28 pages |
| Language | English (Original) |
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Sithandiwe Twetwa-Dube is a full-time employee at Walter Sisulu University in South Africa. Twetwa-Dube has experience in administration in the Academic Development Programme (ADP) for the Extended Programme at the same institution, specifically in Information and Communication Technology. She holds a MA in Information Systems from the University ofFort Hare, is a qualified Cisco instructor and possesses industry-accredited certifications, including Cisco Certified Network Associate (CCNA 1 Version 7), Introduction to Networks and IT Essentials I (ITE Version 7), covering PC hardware and software. Additionally, Twetwa-Dube is a professional member of the Institute of Information Technology Professionals South Africa (IITPSA). Her involvement spans research, lecturing, administration, hackathon projects and community engagement initiatives. Furthermore, her research interests include e-government, teaching and learning pedagogies, smart agriculture, the 4IR, computer programming, and IT/ICT in education.
Nosipho C Mavuso is an academic at Walter Sisulu University, South Africa, in Business and Application Development. Mavuso currently holds an academic position in the Department of Business and Application Development. She was at the time of this book’s writing pursuing her PhD in Information Technology at Nelson Mandela University, with a focus on developing an artificial intelligence-based career choice framework for undergraduate students. Mavuso’s expertise in ICT has enabled her to contribute significantly to research in big data analytics, technology-driven knowledge creation, education recommender systems and ICTs for community development. Her research has been published in accredited journals and presented at both local and international conferences. Mavuso is dedicated to applying her research findings in practical contexts and collaborating with various stakeholders, organisations and communities. Her research projects consistently demonstrate her commitment to academic excellence and innovation. In addition to her research endeavours, Mavuso is actively engaged in teaching and mentoring, particularly in the domains of HCI and general ICT career development. She extends her educational efforts by organising workshops and webinars addressing social challenges faced by young women in society, especially in the ICT field. Mavuso is motivated by a desire to empower those around her, create opportunities for emerging female researchers and expand the boundaries of the ICT field. Her primary objective is to bridge theoretical knowledge with practical applications, influencing both academic discourse and societal outcomes.
Olukayode Oki received an MSc and PhD in Computer Science from the University of Zululand, South Africa, in 2014 and 2019, respectively. Oki is a senior lecturer in the Department of Networking and IT Support at Walter Sisulu University, South Africa. He has authored more than 50 articles in local and international journals, as well as peer-reviewed conference proceedings and book chapters. His research interests include biologically inspired computation, information and communication technology for development (ICT4D), communication networks, the IoT, machine learning, data analytics and climate-smart agriculture. He has received several grants for research and development, as well as for attending conferences both locally and internationally. He is a South African NRF-rated researcher and a recipient of the 2022 Vice-Chancellor’s Distinguished Research Award. Additionally, he is an Honorary Rosalind Member of the London Journal Press. He served as one of the TPC chairs for Institute of Electrical and Electronics Engineers (IEEE) AFRICON 2023 and has reviewed for many journals and conferences. He is also an editorial board member for the ParadigmPlus journal. Oki is a Microsoft Certified Professional, a Cisco Certified Network Associate and a member of the IEEE Region Eight Subsection.