Digital Object Identifier
10.18870/hlrc.v15i2.1605
ORCID
0009-0007-9947-9320
Abstract
In recent years—during and after COVID-19—the demand for flexible and accessible education surged across the continent, prompting numerous institutions to adopt and expand their Open Distance Learning (ODL) initiatives. This paper provides a comprehensive overview of ODL programs in African universities while exploring the state of ODLs and examining institutional strategies, technological advancements, and ODL’s impact on student accessibility and success. Using case study analyses, which contain data from African universities from various regions, this paper highlights current ODL insights and future directions. This paper also discusses ODL best practices and implementation challenges, and delves into the socioeconomic and cultural factors that influence the adoption and effectiveness of these programs. This study’s findings underscore the transformative potential of ODL in addressing educational disparities and fostering inclusive growth, as well as outlining strategic recommendations for policymakers and educational leaders to enhance the quality and reach of ODL, and to ensure that ODL becomes a cornerstone of Africa’s educational landscape. The aim of this research is to contribute to the ongoing discourse on educational innovation and to provide a roadmap for the future development of ODL in Africa.
Recommended Citation
Ghoulam, K.
(2025).
Open Distance Learning’s Transformative Potential to Bridge Educational Disparities While Fostering Inclusive Growth.
Higher Learning Research Communications, 15 (2).
DOI:10.18870/hlrc.v15i2.1605
