Digital Inequities and Societal Context: Digital Transformation as a Conduit to Achieve Social and Epistemic Justice

Mhlongo, Siyabonga; Dlamini, Reuben

doi:10.1007/978-3-031-12825-7_1

Cited by 2 publications

(1 citation statement)

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“…There is a lack of empirical data on which to base discourse on technological literacy and digitisation in higher education (Howard & Maton, 2011;Kimmons & Hall, 2017;Kimmons & Johnstun, 2019). However, unequal access to digital resources and competencies widens the education gap, impacting both lecturers and students (Dlamini & Ndzinisa, 2020;Dlamini & Rekai, 2022;Mhlongo & Dlamini, 2022). This highlights the need for technological literacy to be practiced within all HEI learning environments, especially those in Nigeria.…”

Section: Literature Reviewmentioning

confidence: 99%

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Ajayi,

Luckay

2023

J. educ. (Univ. KwaZulu-natal)

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Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.

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