Digital Learning and Inclusion in Angolan Higher Education
DOI:
https://doi.org/10.25767/se.v34iEm%20progresso.41840Keywords:
Higher education, Digital TechnologiesAbstract
This study surveyed student learning practices in higher education in Angola, using digital technologies while taking into account the challenges and limitations regarding access to these technologies. The primary objective was to identify how public university students use digital technologies to carry out their learning activities. This is a qualitative study, developed through a single case study of an observational nature. Multiple data collection methods were employed, including questionnaire-based surveys, participant observation, informal conversations, and document analysis. The findings highlight the importance of technological enhancement in public universities as a result of public policy and underscore the need for pedagogical actions that promote the appropriation and valorisation of mobile device usage within the context of education and digital culture, among both teachers and students in public higher education. It was found that students own at least one mobile device and primarily use it to communicate with peers and lecturers via social media. Additionally, students were found to rely predominantly on mobile data for internet access, as it is the most cost-effective option.
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