In light of the COVID-19 pandemic, this chapter examines the trend toward distance learning at African universities and draws attention to the resulting digital divide and inequalities. It explores the significance of China-Africa cooperation in overcoming these obstacles and advancing higher education in Africa. Access to technology, internet connectivity, and the adaptability of instructors and students to digital platforms are just a few of the challenges that are reviewed in this chapter. The subsequent section examines China's significant contributions to Africa's digital education landscape. This chapter examines the ways in which traditional and digital pedagogical practices have affected the learning and achievement of students in the wake of the pandemic, with a focus on equity, diversity, and social justice. The chapter finishes by questioning the long-term viability of digital teaching methods and highlighting the importance of a long-term China-Africa relationship for post-pandemic expansion of higher education in Africa.
Top1. Introduction
It just took a moment for the world's standard methods of living, working, and learning to be completely upended by the COVID-19 pandemic. The global health crises' regulations for social separation and subsequent lockdowns had a profound effect on classrooms all across the world. Rapid adjustment to these novel circumstances was required of Africa's higher education system. The conventional classroom-based approach of education has been rapidly replaced by online learning.
Once considered a supplement to traditional classroom instruction, digital or online learning has rapidly replaced traditional methods. The physical campuses of universities had to be shut down, forcing faculty and students to enter the digital sphere. The need arose for immediate digitization of lecture-based courses so that they could be accessed from afar. The abrupt change was necessary to keep classes going during the pandemic while protecting the health of everyone involved (Oda Abunamous et al., 2022).
The sudden transition to online education that COVID-19 prompted was not without its difficulties. Initial implementation difficulties can be attributed to the fact that many educational institutions, teachers, and students were unprepared for the abrupt change (Bao, 2020). The unprecedented worldwide crisis presented a challenge to the African higher education sector, but it also offered a chance to adopt digital technologies, develop teaching methods, and guarantee continuity (Ferri, Grifoni, & Guzzo, 2020).
COVID-19's sudden push toward online education in Africa has brought to light the continent's already serious inequality and digital gap (Sonn et al., 2021). Although moving to digital platforms was a practical way to keep teaching going throughout the pandemic, it also highlighted pre-existing gaps in access to technology and the internet, widening the gap between those who had it and those who didn't (Woldegiorgis, 2022).
The ongoing issue of technological disparity in Africa remains a major concern. Regrettably, not all learners have the necessary access to the required technology to fully harness the potential of online education. Lack of a steady electrical source can be a constant issue, even for those who have the essential gadgets. Many students are unable to fully participate in online education due to a lack of access to critical technology, which contributes to existing educational disparities (Mensah-Aggrey et al., 2022).
Problems with accessing the internet also emphasize the digital divide. In many regions of Africa, especially those that are more rural or out of the way, the percentage of people who have access to broadband is still low (Reddick et al., 2020). Students have a hard time using online learning tools and taking part in real-time virtual classes because Internet connections, where they exist, are generally poor and inconsistent. The digital divide is exacerbated by the fact that many African households cannot afford the high cost of data and internet services (Bell, Aubele, & Perruso, 2022).
The pandemic may have had the unintended consequence of widening Africa's educational gap as people shifted their focus to online schooling. It has brought to light the critical importance of resolving challenges of digital gap and inequality to make online education available and affordable to all students in Africa (Gandolfi, Ferdig, & Kratcoski, 2021).
This chapter will delve into the strategic role of China-Africa cooperation in tackling these obstacles and supporting growth in higher education after examining the sudden shift to online learning and identifying inequality and digital divide issues. Investigating China's role in developing Africa's digital education infrastructure, strengthening local expertise, and sharing effective strategies for incorporating ICT into the classroom is a key focus. Also, with an eye toward promoting diversity, equity, and social justice, this chapter will examine how traditional and digitalized approaches to education affect student outcomes and perspectives. Finally, this chapter will examine the long-term viability of digital pedagogical approaches and the importance of sustained China-Africa cooperation for Africa's higher education to thrive in the aftermath of the pandemic.