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Digitalisation in a Faculty of Education: Processes and Possibilities
Abstract
Digitalisation in education has necessitated reimagining of teaching and learning practices in higher education institutions (HEIs). This study examines the development of a digitalisation programme within a faculty of education at a South African open distance e-learning institution. The unique context of the faculty, which primarily serves teachers (in-service and preservice), highlights the urgency of integrating digital tools to improve teaching, learning and research.
Using a qualitative research design, this study analyses conceptualisation documents prepared by the digitalisation committee to identify key components of a relevant, reflective and sustainable digitalisation strategy. In addition, open ended questions posed to the digitalisation committee are analysed for depth of purpose regarding the program. The program’s aims to improve digital literacy across the university community, integrating innovative pedagogical approaches, embedding open educational practices in curriculum design, and fostering professional development. Challenges within this context include the low uptake of technology by faculty and the persistent disruption of AI.
The digitalisation endeavour found that flexible and swift changes to policy and implementation was the new normal for projects of this nature. The results highlight the importance of institutional support, strategic planning, and professional capacity building in implementing digital transformation. The study offers insights into how HEIs can address challenges and embrace opportunities presented by rapid technological advancements, ultimately preparing future teachers to navigate digital environments. This work contributes to the growing discourse on digitalisation in education, providing a framework for sustainable implementation in diverse contexts.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 5612
Subject
Country
South Africa
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)