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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Publication Investigating the Mindset of Rural Residents on Inclusive Education in Sierra Leone a Case Study: Four Rural Towns in Sierra Leone(2025-09-12)This research investigates the evolving mindset regarding inclusive education in Sierra Leone. Despite education being a fundamental human right, millions of African children encounter obstacles to access quality and equitable education due to myths, religious beliefs, gender roles and economic conditions. This study aims to look at the extent of attitudinal shifts toward inclusive education in Sierra Leone. Using a mixed method approach that is, qualitative and quantitative, to produce the rich data needed from eighty participants(parents chiefs, CSOs, teachers learners) across four rural towns (Port Loko, Western Rural, Karene, and Falaba), this study reveals how inclusive education has positively transformed communities' mindset due to policy implementation, government commitment, and community engagement. The Sierra Leone National Policy on Radical Inclusion came into being in March 2021. The policy's main concern is the removal of all infrastructural and systemic policy and practice impediments that limit learning for any child. The policy particularly emphasizes the inclusion of historically marginalised groups: pregnant girls and parent learners, children with disabilities, children from rural and underserved areas, and children from low-income families. The policy ensures compliance with existing laws and regulations surrounding inclusion and provides a guideline for decision. There has been a positive transformation in community mindsets regarding inclusive education. Also, there is an increase in school enrollment, regular attendance among children with disabilities, girls, pregnant girls, and parent learners completing their education. Furthermore, regular public engagement/community engagement through media and community forum has created significant awareness on inclusive education. However; some community members remain resistant to change their mindset on inclusive education. This study underscores government funding, political will, national policy prioritization, town hall meetings and radio discussions in local dialects, community dialogues and enforcement of child rights legislation. This work requests for further investigation on the long term impact of inclusive education policies. PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education Paper ID: 8831 Subjects: Inclusive Education; Positive Transformation; Attitudinal ShiftPublication Enhancing Equity and Inclusion in Education: A Case Study on Data Resilience in the Pacific(2025-09-12)This workshop focused on leveraging innovative technologies to address equity and inclusion challenges in education, with a particular emphasis on data resilience in the Pacific. Bringing together educators, technologists, and policymakers, the event tackled the unique hurdles faced by remote island nations like Tuvalu, Kiribati, and Vanuatu, including limited connectivity, unstable power supplies, and the critical need for reliable data recovery systems. Participants explored cutting-edge solutions such as virtualization, multi-tenancy, and cloudlet-based architectures, delving into their potential to provide low-latency, scalable access to digital resources. Real-world case studies showcased how distributed systems tailored to local contexts can overcome geographic and infrastructural barriers, enabling underserved communities to access quality education. The workshop also prioritized the development of quality assurance frameworks to promote inclusivity while maintaining system resilience. Collaborative sessions addressed strategies for managing distributed clients, ensuring continuous power, and designing robust backup protocols. Delegates refined problem statements and devised context-sensitive approaches to integrate technology sustainably into education systems. Key outcomes emphasized the role of technology in bridging educational divides, fostering inclusivity, and driving economic growth. By embedding data resilience into educational frameworks, this workshop positioned technology as a cornerstone for equitable learning opportunities in remote regions. PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education Paper ID: 8969 Subjects: Open Education; Inclusivity; Technology; Data Resilience; CloudletsPublication Leveraging Artificial Intelligence to Bridge Communication Gaps in ODL for Deaf Students at TVET Institutions in Jamaica and Kenya(2025-09-12)Inclusion and accessibility are critical aspects of equitable education. This case study examines how AI-driven assistive technologies can foster equitable education in TVET by improving communication, learning experiences, and collaboration for deaf students. The effectiveness of AI-driven solutions like real-time transcription, AI chatbots, and digital avatars in addressing communication challenges was investigated. Strategies to overcome barriers to AI implementation, such as enhancing knowledge and training in the use of AI tools, as well as the infrastructure and multilingual and multicultural capabilities of AI-assistive tools, were explored. A mixed-methods approach was employed to gather data from TVET practitioners and students in Jamaica and Kenya, combining quantitative analysis of student experience and perception with qualitative insights from TVET teachers and students. The findings highlight AI's transformative potential, empowering deaf students to achieve equitable educational outcomes and preparing them for success in the workforce. Recommendations include integrating AI tools into teacher training, developing localised sign language databases for technical terms, and fostering partnerships between AI developers and TVET institutions. This research contributes to the broader discourse on inclusive education, providing actionable insights for educators, policymakers, and technology developers. PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education Paper ID: 9261 Subjects: AI-Driven Assistive Technologies; AI Tools; Equitable Education.Publication Gender, Innovation, Future Proofing Using Technology in Open Education (G.I.F.T.): A Pathway to Youth Resilience and Sustainable Workforce in Jamaica.(2025-09-12)The transformation of education through digital innovation and open-access resources has created unprecedented opportunities for equitable knowledge dissemination. However, gender disparities in educational access, technological literacy, and digital economies remain critical barriers to sustainable development. This study explores the intersection of Gender, Innovation, Futureproofing, and Technology (G.I.F.T) in open education, examining how gender-responsive digital strategies can foster a resilient workforce and drive economic growth. This research acknowledges the persistent gender disparities caused by reading proficiency gaps and societal attitudes toward higher education. Addressing these challenges requires fostering digital literacy among underrepresented groups and designing inclusive technological ecosystems that support equitable learning experiences. This qualitative study employs a purposive sampling technique, selecting forty-five (45) participants, including educators, policymakers, and students from diverse educational institutions. Data will be collected through questionnaires (30 respondents) and focus group discussions (15 participants). Thematic analysis will be used to identify patterns and best practices that leverage open education and digital tools to promote gender equity in educational institutions. Specifically, the study examines AI-driven learning platforms, open educational resources (OERs), and digital skill-building initiatives as mechanisms to enhance learning outcomes, address gender disparities, and reduce structural inequalities in education and the workforce. By advocating for inclusive open education models, this research contributes to local, regional, and global discussions on gender and digital transformation, emphasizing open education as a catalyst for gender equity and sustainable development. PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education Paper ID: 8571 Subjects: Gender Disparities; Innovation; Futureproofing; Technology; Open Education; Open Education Resources; Sustainable DevelopmentPublication Perception of TVET Practitioners in Pan-Commonwealth Countries on the Use of AI in the Development of OER: Prospects and Challenges(2025-09-12)This study examines the perceptions, challenges, and misconceptions of TVET practitioners in Pan-Commonwealth countries regarding the use of Artificial Intelligence (AI) in developing Open Educational Resources (OER). While AI has the potential to enhance OER accessibility and efficiency, its adoption depends on practitioners' perceptions and systemic constraints. Grounded in Everett Rogers' Diffusion of Innovations Theory, the study explores the adoption process of AI-driven OER creation, analysing factors such as relative advantage and complexity. Engeström's Activity Theory further provides a framework to examine the interactions between practitioners, AI tools, and institutional structures, identifying contradictions that influence implementation. Data was collected from TVET educators and subject matter experts in Jamaica, Kenya and Nigeria through a self-administered electronic survey. The findings offer insights into AI adoption challenges, misconceptions, and socio-technical constraints, that may inform policy recommendations and professional development strategies. This research contributes to advancing AI-driven OER frameworks for TVET, ensuring equitable and sustainable implementation. PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education Paper ID: 8306 Subjects: Generative AI; OER; TVET; Diffusion of Innovations; Activity Theory; AI Adoption
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