OAsis
COL’s Open Access Institutional Repository
Welcome to OAsis, the Commonwealth of Learning's repository for publications and learning resources. Publications found here are licensed under Creative Commons Attribution-ShareAlike 4.0 International and can be freely downloaded for reuse and adaptation with attribution to COL, except where indicated.
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Item Open Access Integrating Cybersecurity in the Classroom: Behavioural Modelling and Transformations(2025-09)Recent cybersecurity incidents have underscored the need for educators to upskill in cybersecurity to protect sensitive information and ensure uninterrupted learning. To help bridge this gap, COL offered the Cybersecurity Training for Teachers course series from 2020 to 2024, attracting more than 19,000 participants from 110 countries. During the training, teachers and other education practitioners acquired knowledge, skills, attitude, confidence, and commitment to help them protect themselves, their learners and institutions online. To evaluate the effectiveness of the programme, it was important to find out the degree to which participants applied what they learned in their jobs. To achieve this, surveys were administered, and one of the questions was about how the participants had used the knowledge, skills, and resources gained from the course in their daily practice. Drawing from 511 responses, this paper presents an assessment of the cybersecurity behaviours adopted by educators, behavioural modelling for students, and the transformations. We adopt thematic analysis and the New World Kirkpatrick Model to analyse and gain insights from the data. Finally, we propose the required drivers and an ecosystem to promote critical behaviours to achieve the desired results and minimise the impact of cyber threats on online teaching and learning. PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education Paper ID: 2461Publication Metadata only Enhancing Online Practicum Assessment: Addressing the Challenges of Evaluating Practical Competencies in TVET(2025-09)The shift to online learning has created a major challenge for Technical and Vocational Education and Training (TVET): assessing practical competencies in virtual environments. Traditional hands-on evaluation methods are difficult to replicate online, raising concerns about validity, reliability, and equity. This study examines how a public higher education TVET institution in urban Jamaica addresses these challenges through innovative online practicum assessment strategies. Using a qualitative approach case study, the research explores digital tools, remote supervision, and competency-based assessment models to overcome limitations. Through semi-structured interviews, and document analysis, it examines the experiences of students, technical experts and instructors/assessors, focusing on barriers such as technological accessibility, student preparedness, and instructor workload. The study highlights how adaptive learning technologies, virtual simulations, and AI-driven feedback enhance assessment accuracy, student engagement, and competency validation. Findings reveal that while online practicum assessment initially posed challenges, digital integration has improved evaluation fairness and reliability. However, disparities in digital access and readiness, particularly among gender groups, impact student performance. The study recommends integrating AI-driven assessment tools and virtual simulations, implementing gender-responsive digital literacy training, and adopting a hybrid assessment model that blends online and in-person evaluation. These strategies ensure an inclusive, effective, and scalable approach to TVET practicum assessment in open and distance learning environments. PCF11 Plus: Beyond the Forum Sub-Theme: Gender, technology and innovation in open education Paper ID: 9792 Subjects: Online Practicum Assessment; TVET; Digital Innovation; Competency-based Learning; Remote Evaluation; Higher EducationPublication Metadata only Fostering Employability for Decent Jobs - a Commonwealth of Learning Initiative in Kenya, Zambia and Nigeria(2025-09)Abstract: A number of Commonwealth member states are classified as emerging markets and developing economies (EMDEs), where a larger percentage of the population operate in informal sectors. These constitutes more than 70 percent of total employment and that contributes about one-third of national output. Their output is generally of poor quality. (Ohnsorge Franziska and Shu Yu eds. 2022). The outcome is a venerable workforce of a large number of the active young adults, with no job security or dignified work and limited social safety nets. A segment of this group, possess certain skills, not formally acquired but built up through years of practice, however they are unable to get gainful employment because of lack of qualification certificates. On the other hand, those with necessary skills are unable to get gainful employment because of non-alignment between the knowledge acquired and the actual needs of the economy. To address these challenges, COL through the Skills for Work initiative, is working with government policy makers and TVET authorities to create frameworks, provide technical assistance to enhancing their capacity to deliver to mainstream TVET skills training. This paper demonstrates the import of these initiatives showing imperial evidence from three participating countries i.e. Kenya, Nigeria and Zambia, on how the Skills for Work Model and the e-apprenticeship model employing Open and Distance Learning (ODL) is facilitating a transformation. PCF11 Plus: Beyond the Forum Sub-Theme: Skills development through lifelong open education Paper ID: 8811 Subjects: ODL; TVET; Employability; Skills Mismatch; Long Life Learning; ApprenticeshipPublication Metadata only From Resistance to Acceptance: Fostering a Positive Attitude Toward Digital Technology Utilization in Nigeria'S Basic Education Sector(2025-09)This study examines the impact of UBEC-NTI workshops on fostering positive attitudes toward digital technology adoption among basic school teachers in Nigeria's 37 smart schools. Using a stratified random sample of 120 teachers across six geopolitical zones, the research employed pre-post questionnaires and classroom observations to assess attitudinal changes. Results revealed statistically significant improvements in both teachers' attitudes (t=26.14, p<.0001, mean increase from 2.32 to 4.18) and willingness to adopt technology (t=15.65, p<.0001, mean increase from 3.11 to 4.43). However, key barriers persist, including inadequate electricity (65.8%), inconsistent internet (60.8%), and residual negative attitudes (45%). The findings demonstrate that the targeted professional development effectively shifts teachers' attitude and willingness to adopt digital technology in the teaching and learning process. The study recommends the scale up of UBEC-NTI workshop on attitudinal change in digital technology to become an annual programme and the provision of enhanced solar power solutions for all smart schools to ensure stable electricity. PCF11 Plus: Beyond the Forum Sub-Theme: Changing mindsets for inclusive open education Paper ID: 8567 Subjects: Positive Attitude; Digital Technology Utilization; Nigeria; Basic Education SectorPublication Metadata only Enhancing Gender-responsive Health Services Through Open and Digital Learning in India(2025-09)Building gender-responsive health services is essential not only for improving health outcomes but also for achieving universal health care, promoting effective health governance and ensuring resilient healthcare systems. Given the disproportionate vulnerability of women and girls to disasters, communicable diseases (HIV, TB, STIs, Hepatitis C), non-communicable diseases (cancers, thyroid disorders, hormonal imbalances, weight gain), and other health risks, it is essential that quality health care services are equally accessible to women across all classes. To overcome gendered vulnerabilities and disadvantages, digital health can play important role both from supply side as well as demand side. India's healthcare landscape is undergoing a digital transformation through integration of digital technology, digital finance, online education, web-based learning, and mobile applications in advancing health care system. It has initiated numbers of innovative and ambitious programmes on the supply side like Ayushman Bharat Digital Mission (ABDM), e-Sanjeevani for telemedicine, U-Win Portal for vaccination services, and Aarogya Setu App for registration for an Ayushman Bharat Health Account(ABHA), e-Hospital facilitating for ensuring hospital appointments and National Tele Mental Health Programme (Tele MANAS) for mental health counselling, On the demand side , online training, continued medical education (CME) , web based health education and Public health communication play indispensable role in improving women's awareness , thereby increasing access to preventive, promotive, and curative health services. This paper examines the digital tools and innovations with the gender lens to understand how far these programmes are gender friendly and gender accessible to make desirable difference in the lives of women as beneficiaries as well as service providers. PCF11 Plus: Beyond the Forum Sub-Theme: Gender, technology and innovation in open education Paper ID: 8164 Subjects: Women; Gender; Digital Health Technology; Health Education; On Line Learning; Digital Tools
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