Navigating the Transition to Inclusive Online Learning in BRICS and Africa

Abstract

In response to COVID-19 lockdowns, universities in Africa and BRICS nations swiftly transitioned from contact to online learning to maintain academic progress. This article explores critical questions these institutions must address to develop effective long-term online learning policies, rooted in Swartz’s (2022) Navigational Capacities framework. It highlights the risk of deepening digital inequalities if the limitations of emergency remote learning are overlooked. Focusing on the experiences of the BRICS, Ghana, Uganda, and Ethiopia, the article analyses their online learning approaches during 2020 and 2021 amidst the pandemic. This analysis, through the Navigational Capacities lens, emphasises addressing key challenges such as technology access, affordability, and digital skills. Many universities initially transferred traditional teaching methods to online platforms without a pedagogical redesign to optimise digital tools, underscoring a need for a strategic shift. Going forward, universities must understand the requirements of an effective long-term online learning programme, weighing the economic costs of such an approach. Crucially, universities across BRICS and the Global South must continue to share knowledge about these experiences as they develop policies which define an effective long-term online learning programme.