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Academic ICTs Training in South Africa, Cameroon, and Nigeria. Strategies for ICT Training Course Design

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Title: Academic ICTs Training in South Africa, Cameroon, and Nigeria. Strategies for ICT Training Course Design
Language: English
Authors: Maria Assunta Cappelli (ORCID 0009-0000-3742-0007), Abdeljalil Akkari
Source: Education and Information Technologies. 2025 30(8):10463-10510.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 48
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Information Technology, Technology Education, Training, Teacher Education, College Faculty, Foreign Countries, Course Objectives, Course Content, Teaching Methods, Program Implementation, Faculty Development
Geographic Terms: Cameroon, Nigeria, South Africa
DOI: 10.1007/s10639-024-13200-1
ISSN: 1360-2357
1573-7608
Abstract: This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both the challenges and the strengths that could be used to improve ICT training and make it more effective and relevant to the participants. Four key themes emerge from our analysis: course objectives and content, teaching strategies, implementation challenges, and expectations/impact of the courses. The objectives of the courses vary considerably--some focus on the practical application of ICT, while others aim to improve the participants' understanding of ICT systems. Teaching methods also differ, ranging from more traditional teaching approaches to collaborative, project-oriented methods. However, we identify significant challenges, particularly poor internet connectivity and a lack of sufficient technological resources, which affect the learning process. In addition, there is often a divergence between trainer expectations and trainee perceptions of the impact of these courses on their professional development. This study aims to contribute to the definition of strategies to improve the effectiveness of ICT training, in the African context, including Cameroon, Nigeria and South Africa.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473072
Database: ERIC
FullText Text:
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  Data: Academic ICTs Training in South Africa, Cameroon, and Nigeria. Strategies for ICT Training Course Design
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  Data: <searchLink fieldCode="AR" term="%22Maria+Assunta+Cappelli%22">Maria Assunta Cappelli</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0000-3742-0007">0009-0000-3742-0007</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdeljalil+Akkari%22">Abdeljalil Akkari</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Objectives%22">Course Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cameroon%22">Cameroon</searchLink><br /><searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1007/s10639-024-13200-1
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  Data: This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both the challenges and the strengths that could be used to improve ICT training and make it more effective and relevant to the participants. Four key themes emerge from our analysis: course objectives and content, teaching strategies, implementation challenges, and expectations/impact of the courses. The objectives of the courses vary considerably--some focus on the practical application of ICT, while others aim to improve the participants' understanding of ICT systems. Teaching methods also differ, ranging from more traditional teaching approaches to collaborative, project-oriented methods. However, we identify significant challenges, particularly poor internet connectivity and a lack of sufficient technological resources, which affect the learning process. In addition, there is often a divergence between trainer expectations and trainee perceptions of the impact of these courses on their professional development. This study aims to contribute to the definition of strategies to improve the effectiveness of ICT training, in the African context, including Cameroon, Nigeria and South Africa.
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      – SubjectFull: Training
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Program Implementation
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      – SubjectFull: Cameroon
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      – SubjectFull: Nigeria
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      – SubjectFull: South Africa
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