Abstracts

Perceptional Influence of Online Learning System among Students and Academic staff of tertiary institutions in the poverty pervased North-East of Nigeria

Muhammad Suleiman mstongo@gmail.com  & Mutalib Ova Yusuf YOMUTA2002@YAHOO.COM

Keywords: Online learning system, perceptional influence, tertiary institutions, teaching and learning, educational technology acceptance models

It is notable that the majority of tertiary institutions in Nigeria are yet to adopt an online educational system despite the swiftly rising importance of its deployment in the teaching and learning processes globally. This empirical research is a methodical study aimed to predict and find out academics staff and students perceptions to use online educational system in the poverty bedeviled North East Nigeria’s tertiary institutions where the use of online is presently viewed uncommon, by adopting the Extended Technology Acceptance Model (TAM) amplified by two external variables. Students and academics staff of Federal and state Polytechnics in the sub region were the tertiary institutions studied.

The researcher circulated 885 questionnaires in which five hundred and seventy-nine (579) were established to be valid. The data were mined and analyzed and the results indicated that for both academic staff and students, the Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of online educational system strongly forecasted the participants’ behavioral intentions to use online learning. Moreover, the results strongly established the Reliability of Technology Acceptance Model which is the essential component. Outcomes from this study could be used as basis for adopting online learning system in tertiary institutions not only in the North-Eastern part but within Nigeria and other developing countries of Africa as a whole.

 

Optimising Adaptive e-learning for Student Engagement and Equity in Higher Education

Itumeleng I. Setlhodi (setlhii@unisa.ac.za), South Africa, University of South Africa

Keywords: Adaptive learning, student engagement, e-learning, personalised learning, equity, AI-driven pedagogy

The integration of adaptive learning environments in higher education has transformed the traditional educational landscape, enabling personalised instruction, enhanced student engagement, and equitable access to learning resources. This study examines the theoretical foundations, technological enablers, and pedagogical implications of adaptive e-learning environments, highlighting their impact on student motivation, retention, and inclusivity while advancing educator practice. Through qualitative research, including semi-structured interviews, focus groups, and document analysis, insights from academic leadership, faculty members, and student representatives reveal the effectiveness of AI-driven platforms, intelligent tutoring systems (ITS), and learning management systems (LMS) in optimizing digital education.

Findings indicate that gamification, adaptive assessments, and real-time analytics contribute significantly to student engagement, particularly among underrepresented racial and ethnic groups. Moreover, the study underscores the necessity of faculty development, ethical AI governance, and continuous interdisciplinary research to refine adaptive learning strategies. As higher education institutions navigate technological advancements, strategic implementation of adaptive learning methodologies will foster competency-based mastery, accessibility, and dynamic knowledge acquisition. This research provides practical recommendations for institutional adoption, ensuring that adaptive learning environments remain responsive to evolving educational needs while enhancing student success and digital inclusivity in a technology-driven era.

 

Bridging the Gaps: Rethinking Engaged Scholarship, AI, and Student Communication in Creating Adaptive Learning Environments at UNISA

Avron   Beaumont (beauman@unisa.ac.za) South Africa, Unisa

Keywords: Artificial intelligence, quality assurance, student engagement, engaged scholarship

As higher education institutions strive to remain relevant in a rapidly evolving digital and socio-political landscape, the need to reimagine engagement—both scholarly and student-focused—has become urgent. This paper reflects on the dual mandates of the University of South Africa (UNISA): Engaged Scholarship and Student Engagement, and critically explores the disconnects that currently exist between institutional research, regional centres, and the students they are intended to serve. Drawing from the author's professional experience in regional academic support, the paper interrogates how "engagement" is inconsistently understood and practiced across the institution. While regional centres function as the interface between the university and its student and community publics, there is limited integration with college-led research initiatives or strategic communication.

Additionally, challenges in lecturer responsiveness and outdated institutional communication practices—such as the refusal to adopt platforms like WhatsApp for Business—raise urgent concerns about digital accessibility and institutional adaptability.  The paper argues for a redefinition of engagement in adaptive terms: as a responsive, inclusive, and participatory practice that considers staff well-being, embraces accessible technology, and centres student voices. Artificial Intelligence (AI) and data analytics are proposed as tools to streamline feedback loops, improve communication, and extract meaningful insights from both engaged scholarship and student engagement activities. The presentation ultimately calls for a cohesive engagement strategy that links research, technology, student needs, and institutional responsiveness into a sustainable, context-aware adaptive learning environment.

 

Thriving Against the Odds: Building An Inclusive Support Ecosystem in Higher Education

Nishani Harinarain (harinarain@ukzn.ac.za) South Africa, University of KwaZulu-Natal

Thiruveni Moodley (Moodleyt2@ukzn.ac.za) South Africa, University of KwaZulu-Natal

Keywords: Global South, higher education ecosystem, inclusive education, student success

In the Global South, and particularly in South Africa, higher education institutions (HEIs) are tasked with addressing the dual challenge of widening access to higher education while ensuring meaningful inclusion and success for an increasingly diverse student population. Students enter university with vastly different socio-economic, cultural, and academic backgrounds, and many face persistent structural inequalities that hinder their ability to thrive. While national policies such as the White Paper for Post-School Education and Training and the University Capacity Development Programme (UCDP) reflect commitments to equity and transformation, student dropout rates remain high, particularly among historically marginalised groups. This disparity signals a need to shift from access-driven metrics to comprehensive support strategies that foster long-term student success. 

The aim of this paper is to explore how institutional support ecosystems, comprising academic scaffolding, psychosocial and mental health services, financial aid, digital inclusion strategies, and a sense of social belonging, can be intentionally designed to respond to the complex realities of students in South African HEIs. The paper critically examines how inclusive and adaptive learning environments can be cultivated by embedding these supports into an integrated, relational, and proactive institutional framework.  Using an interpretive qualitative methodology, the study draws on document analysis of South African higher education policy frameworks and institutional practices. The analysis is guided by ecological systems theory, critical pedagogy, and intersectionality to illuminate how student success is shaped by multiple, overlapping systems within and beyond the university environment. 

Findings from the document analysis indicate that institutional policies and strategic frameworks which promote a whole-institution, student-centred approach—encompassing flexible academic support, trauma-informed care, financial and material assistance, inclusive pedagogical practices, and responsive leadership—are associated with improved student engagement. These documents highlight the potential of integrated support ecosystems to foster not only academic success but also the development of resilience, agency, and global competence among students. Such ecosystems are portrayed as essential for equipping graduates to thrive in volatile and uncertain environments, particularly within the socio-economic contexts of the Global South.  The paper concludes that student success must be reframed as a collective and institutional responsibility.

 

 

Strengthening Higher Education: Quality Assurance Frameworks that Support Student Mobility

Thato Ramphisa (tramphisa@saqa.org.za) South Africa, South African Qualifications Authority

Jabu Ngovene (jngovene@saqa.org.za) South Africa, South African Qualifications Authority

Keywords: Quality Assurance, regional cooperation in education, harmonisation of education

Quality Assurance (QA) frameworks are widely recognised as critical to maintain the credibility and effectiveness of higher education. They underpin regulatory compliance, ensure that educational standards are meaningful and transferable, and support the development of graduates who are competitive on a global stage. More fundamentally, robust QA enables the alignment and mutual recognition of qualifications, which is essential for academic and professional mobility across borders.  The Southern African Development Community (SADC) region has actively pursued regional cooperation in quality assurance. This includes initiatives like the development of National Qualification Frameworks, the SADC Qualifications Framework (SADCQF), the African Continental Qualifications Framework (ACQF), and the Southern African Quality Assurance Network (SAQAN).

The SADCQF and the ACQF are crucial initiatives aimed at harmonising education and training systems in Africa. The SADCQF seeks to establish a reference point for quality assurance across the region, facilitate mobility, and encourage consistency in educational outcomes. The SADCQF referencing guideline is among the tools used to align National Qualification Frameworks and promote regional coherence. While the SADC provides guidelines for quality assurance, the diversity in the education systems within the SADC region makes it difficult to harmonise education due to the different methodologies education and training systems which impede effective collaboration among member states. The misalignment of some NQFs with the SADCQF further impedes student mobility and the recognition of qualifications across borders.This paper provides an analytical overview of status of National Qualifications Frameworks (NQFs) across the SADC region, assessing their alignment with the SADC Qualifications Framework (SADCQF).

The study will critically examine challenges within these different NQFs including varying levels of national capacity, political will, resource constraints, inconsistent application of standards. It also highlights issues like the inconsistent application of quality standards and the urgent need to build greater data sharing capabilities and mutual trust among national QA bodies. The paper ultimately argues that strengthened regional cooperation and alignment of these QA frameworks are essential to enhance the quality and credibility of higher education, thereby fostering harmonisation and mobility across the SADC region.

 

Towards quality education: centring students from an African perspective approach

Nompumelelo Radebe (radebnz@unisa.ac.za) South Africa, University of South Africa (Unisa)

Keywords: Student centeredness, African perspective, quality education, Universal Design for Learning (UDL)

In South Africa, the higher education system still struggles with the legacy of the past that excluded the majority of society in terms of curriculum and pedagogical approaches. The call for students' engagement, inclusion, and holistic support must therefore wrestle with this legacy to create a learning environment that is conducive to students from all backgrounds to achieve quality education. However, this call is clouded by the universal approaches that do not factor in the historical and ontological differences of societies. As such, the advanced approaches, such as Universal Design for Learning (UDL), draw from the Western culture of individualism to the detriment of collective learning, where students can learn from and with each other. So, the inclusion of students in UDL is the inclusion of students’ needs rather than the inclusion of their cultures.

This means the exclusion of other students persists. It is worth noting that the students' centeredness should not only focus on the success of the individual student but on the attributes that will contribute to the betterment of society. There is a need, therefore, to explore different approaches from different cultures to provide a holistic approach to recognise students from all backgrounds. This conceptual paper analyses the role of education from an African perspective to argue that human connection is central to education. Education from an African perspective emphasises the communal existence to inculcate the nature of co-existence, a much-needed attribute in the world engulfed by migration.

This means education from an African perspective can anchor quality education because true quality education is the education that responds to the needs of society. While UDL makes an important intervention in responding to the challenges faced by higher education, there is a need to pay attention to other ways of knowing that provide attributes responsive to current global challenges. The paper recommends that the approaches aimed at student-centeredness must be drawn from all cultures, such as African culture in this instance, in order to recognise all students. In this way, we can provide quality education that prepares students for the world.

 

Bridging Constitutional Commitments And Educational Reality: An Institutional Readiness Framework For SASL Integration in South African Higher Education

Tonny  Matjila (tmatjit@unisa.ac.za) South Africa, UNISA

Keywords:  Institutional readiness, inclusive education, South African Sign Language

Background
South African Sign Language gained official recognition in the Constitution, yet deaf students across higher education institutions continue facing substantial barriers to meaningful educational participation. This contradiction between policy achievements and lived experiences reflects broader challenges where constitutional commitments struggle to translate into institutional practice. Many universities operate with ad hoc approaches, responding to individual requests rather than developing systematic capacity for linguistic inclusion. This situation undermines both constitutional multilingual education visions and Sustainable Development Goal 4's emphasis on inclusive, equitable quality education.

Aim and Objectives

Unsupported image type.This research seeks to understand how institutional readiness can be systematically assessed and developed to support effective SASL integration within South African higher education. The primary objective centres on designing a comprehensive framework enabling institutions to evaluate current capacity and develop targeted improvement strategies. Secondary objectives include identifying key organisational dimensions influencing successful policy implementation, understanding how leadership approaches impact inclusion outcomes, and exploring how quality assurance mechanisms can better support accessibility initiatives.

Methods
A systematic qualitative review examines literature on institutional readiness, disability accommodation practices, and inclusive education policy implementation. The review encompasses peer-reviewed publications, institutional case studies, policy documents, and international best practice reports published between 2010-2024. Data extraction focuses on organisational factors facilitating successful accommodation implementation, leadership strategies supporting cultural transformation, and quality assurance approaches measuring accessibility outcomes. Thematic analysis identifies patterns across different contexts whilst recognising factors unique to South African higher education.

Results and Findings

Analysis reveals six critical dimensions influencing institutional capacity for SASL integration: leadership commitment and governance structures, organisational culture and change readiness, human capital development, infrastructure and resource allocation, academic systems adaptation, and external partnership engagement. Evidence suggests institutions demonstrate varying maturity levels across these dimensions, with most operating at basic compliance rather than achieving transformational inclusion. Leadership emerges as particularly crucial, with adaptive approaches showing stronger correlation with sustainable programmes than traditional management styles. Significant gaps exist in current quality assurance frameworks, which typically measure compliance rather than effectiveness or student outcomes.

Conclusions

Effective SASL integration requires systematic institutional transformation rather than incremental accommodation adjustments. The proposed readiness framework offers higher education institutions a structured approach to assessing current capacity and developing targeted improvement strategies. By embedding readiness assessment within existing quality assurance processes, institutions can move beyond reactive compliance towards proactive inclusion leadership. This work contributes to scholarly understanding of institutional change processes whilst providing practical tools for policy implementation, ultimately supporting constitutional commitments to linguistic diversity and educational equity whilst advancing global sustainable development objectives.

 

Bridging Digital Divides: Creating Inclusive Qualitative Research Environments for Students with Disabilities

Tonny  Matjila (tmatjit@unisa.ac.za) South Africa, UNISA

Keywords: Digital Accessibility, inclusive research education, Universal Design for Learning

Higher education's increasing reliance on sophisticated qualitative data analysis software has inadvertently created significant barriers for students with disabilities, undermining institutions' commitments to creating adaptive quality learning environments. This conceptual paper addresses critical accessibility gaps within ATLAS.ti, a widely-used qualitative research platform, specifically examining the challenges faced by blind and deaf students in higher education research contexts.  Students who are blind encounter substantial navigation difficulties with ATLAS.ti's primarily visual interface, including poor screen reader compatibility, inaccessible code mapping features, and complex menu hierarchies designed for sighted interaction. Meanwhile, deaf students struggle with inadequate sign language interpretation services, as interpreters often lack specialized knowledge of research methodology terminology and academic discourse, creating linguistic barriers that impede meaningful participation in data analysis sessions.

Drawing on Universal Design for Learning principles and critical disability studies frameworks, this paper proposes the Multi-Modal Research Accessibility (MMRA) framework—a comprehensive approach to transforming qualitative research education. The MMRA framework addresses technological, pedagogical, and institutional dimensions of accessibility through four integrated components: enhanced assistive technology integration, specialized interpreter training programs, multimodal instructional design, and systematic institutional support structures.  Technological adaptations include developing enhanced screen reader compatibility, alternative data visualization methods using tactile graphics and audio descriptions, and comprehensive keyboard navigation systems. Pedagogical innovations encompass collaborative learning structures that leverage diverse communication modalities, flexible assessment methods that accommodate different ways of demonstrating research competency, and faculty development initiatives focusing on inclusive teaching practices. Institutional support involves establishing assistive technology labs, creating peer tutoring programs, and implementing comprehensive digital accessibility policies.

The framework's implementation follows a phased approach, beginning with accessibility audits and awareness campaigns, progressing through pilot program development, and culminating in institution-wide integration of inclusive practices. Quality assurance mechanisms include tracking participation rates, measuring academic outcomes across different accessibility intervention groups, and establishing continuous improvement processes through student advisory committees and regular accessibility audits.

Expected outcomes include enhanced research competency development for students with disabilities, increased faculty confidence in inclusive teaching practices, and institutional cultural transformation towards viewing accessibility as integral to academic excellence. The framework contributes to broader conversations about creating truly adaptive learning environments that recognise diversity as a strength rather than a challenge to be accommodated.  This work directly supports HEQAF's mission of enhancing quality in higher education through inclusive practices and contributes to achieving Sustainable Development Goal 4's emphasis on quality education for all. By addressing specific technological barriers while proposing systemic solutions, the MMRA framework offers a replicable model for institutions seeking to create genuinely inclusive research learning environments that engage all students meaningfully in the scholarly enterprise.

 

Creating Acclimating Environments for Student Engagement in Quality Assurance and Student Support

Refiloe Tsephe (makoer@unisa.ac.za) South Africa, UNISA

Nomahlubi Caroline Thencia  Mnotoza (mnotonct@unisa.ac.za) South Africa, UNISA

Keywords: Quality Assurance, Student Engagement in QA, Student Support, Open Distance eLearning

This paper examines the University of South Africa's (UNISA) institutional experience in creating a conducive environment for student engagement in quality assurance. (Gill & Singh, 2020), alludes to the importance of inclusion, and holistic support for quality learning environments. As part of strengthening internal quality assurance processes (Council on Higher Education, 2023a) the Council on Higher Education (CHE) advocates for inclusion of student engagement in quality assurance as an integral part of the institution’s DNA. The research demonstrates how UNISA has implemented the Good Practice Guide on Student Engagement in Quality Assurance and Promotion. The study followed a qualitative research approach. Data was solicited from student representatives and students using focus group discussions and through document analysis. Key findings highlight the importance of open conversations with students and depict an understanding of their learning journey. A key take-home was a clear understanding of the lived realities of the students, as opposed to the institution’s understanding of what students are going through. The study encourages discussions that influence decision making by involving students in quality assurance conversations.

 

Co-creating Assessments with Students: Enhancing Inclusion, Ownership, and Academic Honesty

Bongumusa Ngcobo (BongumusaN3@dut.ac.za) South Africa, Durban University of Technology

Keywords: Co-creation, inclusion, student agency, academic integrity, assessment design

To promote student ownership, increase inclusion, and maintain academic integrity in higher education, this literature-based study explores the practice of co-creating assessments with students. This study synthesizes findings from the body of literature on inclusive pedagogy, student engagement, and assessment design, as traditional, top-down assessment approaches are criticized for their limited engagement with diverse learners. According to the study, allowing students to influence assessment formats and criteria through discussion, cooperation, and negotiation can improve transparency, lessen perceived bias, and create more democratic learning environments. According to the research, these cooperative methods boost student agency and lessen the motivation for academic dishonesty.

The study also examines theoretical and practical frameworks that promote the moral and scalable use of co-created assessments, highlighting the necessity of institutional support and faculty preparedness. In the end, the study presents co-creation as a useful instrument for creating more equitable and accountable evaluation systems, in addition to being a pedagogical innovation. This study makes a strong case for changing conventional assessment procedures to satisfy the changing needs of integrity and inclusivity in modern higher education by elevating student voice and acknowledging students as partners.

 

Revolutionising education through AI-powered Learning Management Systems (LMS)

Sree Ganesh Thottempudi (sganeshhcu@gmail.com) South Africa, UNISA

Ernest  Mnkandla (mnkane@unisa.ac.za) South Africa, UNISA

Keywords: Quality Education, adaptive learning algorithms, Bayesian knowledge tracing, item response theory, Learning Management System (LMS), Blockchain Artificial Intelligence

As part of the ongoing pursuit of excellence in modern higher education, this study launches a thorough examination of new directions. The quickly expanding field of AI-powered adaptive learning algorithms, which have the potential to drastically alter instructional strategies, is in charge of this inquiry. Examining the various adaptive learning algorithms in detail identifies top choices that are prepared to enhance learning outcomes. Well-known algorithms that offer personalized learning experiences and improved student engagement include Bayesian Knowledge Tracing, Reinforcement Learning, and Item Response Theory. Learning Management Systems (LMS) are critical instruments impacting the way education is provided in this dynamic context. Through close examination of their details, this study reveals a convergence of competency-based frameworks and user-centric features meant to empower educators as well as learners. Empirical research reveals the transformative potential of seamlessly integrating adaptive learning algorithms into learning management systems (LMS) platforms.

The findings emphasize the value of outcome-driven approaches and the creation of a setting that fosters all-encompassing educational success. This work paves the way for a future in which artificial intelligence (AI)-driven algorithms and advanced learning management systems collaborate to achieve previously unheard-of levels of student achievement and instructional efficiency in higher education. Through the utilisation of blockchain technology and AI-driven approaches, academic establishments may provide a personalized, transparent, and safe learning environment that promotes cooperation and confidence among university 4.0. The paper proposes the combination of AI-driven adaptive learning algorithms for tailored learning experiences and improved pedagogical efficacy, with blockchain technology for safe credentialing and irreversible learning records. When combined, these technologies empower students, encourage openness, and support a student-centred approach to learning, influencing the direction of higher education in the future.

 

Using Embedded Data-Informed Decision-Making for Quality Assurance at a Private Higher Education Institution

Judite Ferreira-Prevost (judite@sants.co.za) South Africa, SANTS Private Higher Education Institution

Keywords: SANTS, quality enhancement, quality assurance, data-informed, impact study, graduate, higher education

When data-informed processes are integrated into Quality Assurance cycles, transparent and reflective practice, predictive analytics, and collaboration among staff can be realised. At Higher Education Institutions, this approach can inspire a sense of shared responsibility to address student needs and can foster a culture of institutional learning and continuous quality enhancement. SANTS’ mission, as a private higher education institution, is to develop quality teacher education programmes, resulting in highly skilled and professional teachers who can work in diverse contexts. This calls for graduates who will be able to adapt their learning environments to suit the needs of their school learners. In the same vein, this calls for SANTS to adapt its study environment and rethink its quality assurance mechanisms to align with the needs of its students.

To better understand these needs and to determine whether the programmes offered at SANTS meet the educational needs in South Africa, an Impact Study was conducted in three parts to investigate the experiences of graduates, lecturers and Academic Heads of three teaching programme offerings. The survey questions covered student experiences ranging from the application process to graduation and employment, as well as experiences from academics relating to module content, resources, assessments, management of staff and suggestions for improvement. By using the Impact Study report and recommendations as a case study, evidence is provided of how data-informed decisions are affecting the development of improvement plans and subsequently enhancing the Quality Assurance cycle at SANTS.

 

Enhancing Academic Trajectories: A Machine Learning Framework for Optimized Student Placement

Yashpreet Malhotra (yashmalhotra9323@gmail.com) ,United States

Keywords:  Student retention, machine learning, academic placement, higher education, student profiling, dropout prediction, educational data mining

In the context of increasing enrollments and concerns over student retention in higher education, this study introduces a machine learning framework designed to optimize student placement in academic programs. Addressing the challenges posed by the surge in student numbers and the complexities of matching student profiles to suitable programs, the proposed methodology leverages data analytics to predict student success and mitigate dropout rates. The framework facilitates the creation of student profiles and employs machine learning techniques to align incoming students with optimal academic paths, with the goal of fostering a more effective and personalized educational environment.