Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

Sub-Saharan Africa is predominantly an oral society. Oral communication tools such as songs, proverbs and metaphorical sayings are used to inform and educate people. These communication tools are not usually seen as methods for data collection, more especially in HIV and AIDS research. Oral communication tools are important in the context of Botswana because they produce a descriptive and analytical basis for understanding adolescents' behaviour and sexual worldview. To develop culturally and developmentally appropriate interventions to dissuade adolescents from engaging in sexual risk behaviour, metaphorical language, proverbs and songs were used to solicit data. The paper highlights sexual risk behaviours among adolescents who emanated from using the above methods. Lastly, the importance of mainstreaming culture in the research process to ensure representation of the voices of adolescents and parents in managing HIV and AIDS is emphasised.

Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized “Theory of Planned Behaviour” was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural beliefs a socio-cultural belief domain as well as attitudes, subjective norms, and perceived behavioural control predicted the intention to practice monogamy. The adolescents showed a tendency towards having more than one sexual partner. The normative beliefs and the socio cultural beliefs also predicted intentions while hedonistic belief and partner reaction did not. In contextualizing theory-based interventions, it is important to draw from stories and the langauage that circulate in a community about a given behaviour. More studies are needed on ways to combine qualitative approaches with quantitative approaches to inform the development of theory based culturally appropriate and context specific intervention strategies to reduce the risk of HIV.

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The literature has shown that adolescents are exposed to socio-cultural activities that put them at risk of HIV and other sexually transmitted infections. To develop effective intervention strategies and programs, it is imperative to understand how the cultural proverbs and myths create sexual norms and shape the worldview of adolescents. The findings indicate that some cultural proverbs and myths negatively influence adolescents hence expose them to risky sexual behaviors.