Vencie Allida – Northern Caribbean University, Jamaica

Petronilla Mwangi – University of Eastern Africa, Baraton

Email: magaletai@mau.adventist.org

Abstract: The study focused on the lecturer’s perspective in the use of smartphones in educational settings, how smartphones are being used by lecturers in performing their duties and how smartphones can be utilized to enhance the teaching and learning process in the university. The purpose for this study was to investigate the utilization of smartphones in classroom instruction among lecturers in Malawi Adventist University, Central Malawi. Participants were 15 lecturers at Malawi Adventist University, Lakeview Campus who were purposely sampled. The findings revealed that smart phones have an enormous ability as a teaching and learning tool in the classroom. In light of the findings, the study concluded that there is a strong inclination in the perceptions of lecturers on utilization of smart phones in the teaching and learning process at MAU, Lakeview Campus.

Email: barnabas.manyahi@atc.ac.tz

Abstract: Artificial intelligence (AI) is increasingly influencing teaching, learning, and assessment practices in higher education. Understanding students’ perceptions of AI is essential for its responsible and effective integration, particularly within technical and vocational education contexts that remain underrepresented in empirical research. This study examines students’ perceptions of artificial intelligence at Arusha Technical College, Tanzania, focusing on awareness, emotional responses, societal views, and perceived roles of AI in education. A quantitative cross-sectional survey design was employed using a structured questionnaire administered to students enrolled in computing-related programmes, including Cyber Security, Computer Network Design and Administration, and Computer Architecture. Descriptive statistical techniques and visual analyses were applied to examine patterns in AI knowledge, information sources, attitudes, emotional responses, and perceived educational usefulness. The findings indicate that students possess moderate self-assessed knowledge of AI, with the internet serving as the primary source of information. Curiosity emerged as the. dominant emotional response toward AI, while fear and indifference were reported less frequently. Overall, students perceived AI as beneficial for addressing societal challenges and supporting educational processes, particularly through personalized learning, feedback, and instructional support. Nevertheless, concerns were expressed regarding the potential reduction of student teacher interaction. Higher AI knowledge was generally associated with more positive perceptions of AI’s educational usefulness. The study provides context-specific evidence from a technical college setting and underscores the importance of structured AI education and human centered implementation strategies in technical higher education.

Abstract: Technology-mediated learning (TML) has become central to higher education globally, particularly as universities respond to massification, digitalisation, and post-COVID-19 disruptions. In Uganda, national ICT and education policies since 2003 have promoted the integration of digital technologies in universities; however, concerns persist regarding the extent to which these policies support pedagogically meaningful learning rather than technological access alone. This study adopted a narrative review design to synthesise policy and scholarly literature published between 2003 and 2025 on technology-mediated learning in Ugandan universities. Sources included national policy documents, peer-reviewed journal articles, and credible institutional reports. Literature was identified using Boolean search strategies across academic databases and official repositories. Thematic synthesis was guided by a socio-ecological framework and organised in a manner that progressed from global and Sub-Saharan African perspectives to national and Southwestern Uganda contexts. The review found that technology-mediated learning in Ugandan universities has largely been framed through technocratic policy orientations emphasising infrastructure, access, and continuity. While universities have widely adopted learning management systems and online platforms, implementation has often prioritised content delivery and administrative efficiency over pedagogical redesign. Significant policy–practice gaps persist, shaped by institutional capacity, academic staff preparedness, digital inequities, and limited pedagogy-explicit guidance, particularly evident during the COVID-19 period. The findings indicate that re-thinking technology-mediated learning in Ugandan universities requires shifting from technology-centred policies toward pedagogically grounded, context-responsive approaches. Coordinated action across policy, institutional, and teaching levels is essential to enhance learning mediation, equity, and sustainability in digital higher education.

Abstract: This study investigates the gendered dynamics of Artificial Intelligence (AI) integration in educational management at state universities in Zimbabwe. With AI playing an increasingly pivotal role in enhancing administrative and academic functions, it is essential to examine how gender disparities influence the adoption and utilization of AI technologies. The research aims to explore the extent of gender disparities in AI roles, analyze how AI applications either perpetuate or mitigate gender biases, and identify barriers faced by women in accessing AI-driven educational tools. Additionally, it proposes strategies to promote gender equity in AI implementation within higher education management. Using a mixed-methods approach, the study combines quantitative surveys and qualitative interviews to gather data from two hundred participants, including university staff and administrators. The findings reveal significant gender disparities, with women being underrepresented in AI-related roles and facing various barriers, including limited access to training, societal norms, and gender biases in AI applications. Approximately 55% of female respondents reported experiencing gender bias in AI-driven educational tools, highlighting the need for inclusive AI design. The study also identifies critical strategies to bridge these gender gaps, including the implementation of gender-sensitive policies, capacity-building programs, mentorship initiatives, and regular audits of AI systems to ensure fairness. Furthermore, fostering inclusive work environments that support women, particularly in technical fields, emerged as a key factor in enhancing gender equity. In conclusion, while AI offers transformative potential in educational management, its successful integration requires addressing systemic gender imbalances. The study’s recommendations aim to provide actionable insights for universities, policymakers, and researchers striving to create more equitable, inclusive environments for women in AI-driven educational settings. The findings contribute to the broader discourse on technology, gender, and educational management, emphasizing the importance of equity in the evolving digital landscape.

Abstract: Entrepreneurship education has been widely adopted across higher education systems in Sub-Saharan Africa as a response to youth unemployment and constrained wage employment. Despite this expansion, entrepreneurial intentions among graduates remain persistently low, raising concerns about the effectiveness of entrepreneurship education implementation. This narrative literature review examines why the implementation of entrepreneurship education often fails to translate into entrepreneurial intentions, focusing on the mediating role of entrepreneurial attitude. The review synthesises empirical, conceptual, and policy-oriented studies published between 1991 and 2025. Guided by intention-based models, the synthesis shows that the implementation of entrepreneurship education frequently improves entrepreneurial knowledge and awareness but does not consistently foster positive entrepreneurial attitudes, the most proximal predictors of entrepreneurial intention. Pedagogical practices remain largely theory-driven and assessment-oriented, with limited emphasis on experiential, reflective, and affective learning, which are necessary for attitude formation. In Sub-Saharan Africa, this limitation is compounded by contextual constraints, including necessity-driven entrepreneurship, limited access to finance, weak institutional support, and high perceived risk, which further undermine the development of entrepreneurial attitudes. Methodologically, the literature is dominated by cross-sectional designs that insufficiently interrogate mediation pathways linking implementation processes to intention outcomes. Conceptually, this review foregrounds entrepreneurial attitude as the central mechanism explaining the persistent intention gap, rather than exposure to entrepreneurship education alone. The study concludes that without deliberate alignment of entrepreneurship education implementation toward attitude formation, entrepreneurship education is unlikely to generate sustained entrepreneurial intentions in Sub-Saharan Africa.

Abstract: Since 2010, competency-based curriculum (CBC) reforms have increasingly influenced education systems worldwide, prompting alignment of university pedagogy to competency-oriented learning to strengthen graduate skills and employability. However, evidence suggests persistent gaps between CBC intentions and university teaching practices. This study adopted a narrative literature review design, synthesising empirical, conceptual, and policy-oriented studies published between 2010 and 2025. Literature was drawn from major academic databases and analysed thematically using key pillars of competency-based education to examine pedagogical interpretation, alignment, and implementation gaps in higher education. The review shows that although CBC reforms have reshaped curriculum frameworks and policy discourse, university pedagogy remains largely lecture-centred and examination-oriented. Limited adoption of learner-centred approaches, weak facilitative teaching practices, and constrained interdisciplinary learning restrict the development of transferable skills such as critical thinking, communication, and adaptability. Pedagogical misalignment contributes to persistent gaps between graduate capabilities and employability expectations, particularly in Sub-Saharan Africa, where institutional and contextual constraints are pronounced. The evidence demonstrates that aligning competency-based curriculum reforms with university pedagogy is central to improving graduate skills and employability outcomes. Effective alignment requires coordinated reforms that integrate curriculum design, pedagogy, assessment, and institutional support, which this review synthesises as evidence-informed pedagogical and institutional strategies. Without deliberate pedagogical transformation at the university level, the potential of CBC reforms to enhance graduate skills and employability remains limited.

David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, Tanzania

Email: barnabas.manyahi@atc.ac.tz

Abstract: The rapid rise of ChatGPT and other generative artificial intelligence (AI) tools has significantly reshaped academic practices in higher education, influencing how students learn, write, and engage with knowledge. Despite widespread adoption, concerns remain regarding academic integrity, originality, and learning quality. This study systematically reviews the impact of ChatGPT on university students’ academic work using the PRISMA framework. A comprehensive Scopus database search was conducted using keywords related to ChatGPT, generative AI, academic work, and higher education. From 2,825 initial records, filtering by year, subject area, document type, publication stage, and language yielded 405 English-language journal articles. Eighty high quality studies with at least 30 citations were selected for full review. Findings indicate that ChatGPT enhances academic productivity, writing quality, and conceptual understanding by offering immediate feedback and accessible learning support. Interactive use promotes self-directed learning and motivation, while passive reliance may hinder creativity and critical thinking. Significant ethical concerns including plagiarism, fabricated content, and misrepresentation of authorship were consistently reported, underscoring the need for institutional guidance. The review concludes that ChatGPT can effectively support academic work when embedded within clear ethical and pedagogical frameworks. Universities should adopt responsible integration strategies, including AI governance policies, assessment redesign, and digital ethics training, to ensure that generative AI enhances rather than undermines academic integrity and intellectual development.

Abstract: The digital transformation of higher education has made digital literacy an essential competence for both educators and students. This systematic literature review synthesizes current research (2022–2025) to examine how digital literacy is conceptualized, developed, and integrated within higher education contexts. Guided by the PRISMA framework, 44 high-impact studies from the Scopus database were analyzed through the proposed Teaching Digital Competences (TDC) Framework, which organizes digital literacy into four dimensions: Digital Knowledge and Access, Pedagogical Design and Innovation, Ethical and Critical Engagement, and Reflective and Adaptive Practice. Findings reveal that while digital competence levels are generally moderate, significant disparities exist across institutional, disciplinary, and socio-economic contexts. Digital knowledge serves as a foundational element, but its effective translation into pedagogy requires intentional instructional design, supportive ecosystems, and ethical considerations. The integration of immersive technologies, AI tools, and collaborative platforms shows strong potential to enhance student engagement and higher-order thinking. However, challenges related to equity, cognitive overload, and ethical use of digital tools remain pressing concerns. The review concludes that sustainable integration of digital literacy demands coherent institutional strategies, contextualized professional development, and a shift toward viewing digital competence as a dynamic, reflective practice rather than a static skill set. This paper contributes a structured framework to guide future research, policy formulation, and pedagogical innovation in digitally evolving higher education landscapes.

Abstract: This study explored how alumni from public and private universities in Malawi interact with and contribute to their former institutions, focusing on areas such as advertising, funding, donations, and scholarships. Guided by Social Exchange Theory, the research sought to understand whether alumni engagement differs significantly between these two types of institutions. Using a descriptive-comparative design, data were gathered from 175 alumni through structured questionnaires and interviews with alumni association leaders. The findings showed that, overall, alumni engagement is quite low in both public and private universities, especially in areas like consistent donations, scholarship funding, and in advertising or student recruitment. However, a key difference emerged in communication: alumni from private universities reported significantly more communication with their alma maters than their public university counterparts (p = 0.026). This may be linked to differences in funding models and alumni outreach, as private universities often rely more heavily on alumni support. Interestingly, other areas such as loyalty, professional interaction, and participation in alumni associations did not show significant differences. The study concludes that while Malawian universities do receive occasional contributions from their alumni, especially in the form of basic resources or infrastructure support, there is still a major gap in sustained and strategic alumni involvement. To address this, both public and private universities are encouraged to build stronger alumni engagement systems, clearly communicate giving opportunities, and fostering a lasting sense of connection and value among their graduates.

Abstract: This study explored how alumni from public and private universities in Malawi interact with and contribute to their
former institutions, focusing on areas such as advertising, funding, donations, and scholarships. Guided by Social Exchange
Theory, the research sought to understand whether alumni engagement dif ers significantly between these two types of
institutions. Using a descriptive-comparative design, data were gathered from 175 alumni through structured questionnaires
and interviews with alumni association leaders. The findings showed that, overall, alumni engagement is quite low in both
public and private universities, especially in areas like consistent donations, scholarship funding, and involvement in
advertising or student recruitment. However, a key dif erence emerged in communication: alumni from private universities
reported significantly more communication with their alma maters than their public university counterparts (p = 0.026). This
may be linked to dif erences in funding models and alumni outreach, as private universities often rely more heavily on alumni
support. Interestingly, other areas such as loyalty, professional interaction, and participation in alumni associations did not
show significant dif erences. The study concludes that while Malawian universities do receive occasional contributions from
their alumni, especially in the form of basic resources or infrastructure support, there is still a major gap in sustained and
strategic alumni involvement. To address this, both public and private universities are encouraged to build stronger alumni
engagement systems, clearly communicate giving opportunities, and fostering a lasting sense of connection and value among
their graduates.