Bridging the Digital Divide in Education: Designing a Cost-Effective, Inclusive, and Sustainable Digital Transformation Framework for Namibian Schools
DOI:
https://doi.org/10.47941/jodl.2727Keywords:
Digital Divide, Educational Transformation, Inclusive Education, ICT in Education, NamibiaAbstract
Purpose: This article addresses the digital divide in education by proposing a cost-effective, inclusive, and sustainable digital transformation paradigm for Namibian institutions. The report identifies infrastructure, socioeconomic, pedagogical, and legislative barriers to digital education inclusion in Namibia and proposes strategic solutions based on empirical data and best practices.
Methodology: The research employed a descriptive, explanatory and prospective desktop research style to assess highly referenced Scopus-indexed publications, as well as international reports from the World Bank, GSMA, UNESCO, and ITU. In addition, the study utilised bibliometric techniques and extensive document analysis. Subsidiary data generated from prominent patterns and recommendations was also extracted. Key concerns like socioeconomic inequities, educational capacity, digital infrastructure constraints and policy frameworks influencing digital education were sought to be addressed by the document analysis.
Findings: Namibia has infrastructure inadequacies, socio-economic inequality, teacher digital competency gaps, and policy implementation gaps, worsening the digital divide. Mobile broadband, satellite internet, TPACK-aligned teacher training, inclusive policy reform, and public-private finance models were crucial. The study also shows that digital transformation requires infrastructure, socio-economic support, teacher capacity training, and flexible governance frameworks.
Contribution to Theory, Policy and Practice: The paper theoretically combines the TPACK model, Bourdieu's Theory of Capital, Van Dijk's Four Access Framework, and another contextualised conceptual framework, especially for developing nations. Practically, it offers international development partners, education stakeholders, and legislators with tangible plans to operationalise fair digital transformation in situations with limited resources. All things considered, the studies forward the conversation on digital inclusion and educational equity in the Global South by providing a scalable road map fit for like circumstances outside of Namibia.
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Copyright (c) 2025 Grace Tangeni Kashima
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