Keyword: digital divide

ABSTRACT: This study investigated how hybrid work flexibility relates to the pedagogical effectiveness of Technical and Vocational Education and Training (TVET) educators in the post-pandemic era. Using an explanatory sequential mixed-methods design, the study surveyed 102 TVET educators from four universities in South-East Nigeria. Quantitative data were collected via a structured questionnaire and analyzed using descriptive statistics and simple and hierarchical linear regression. Qualitative data were gathered through semi-structured interviews with a purposively selected subset of 12 participants to provide deeper context. Because the quantitative component used a cross-sectional survey design, associational rather than causal language is used throughout to describe the statistical relationships. Results showed that hybrid work flexibility, as a job resource, is positively associated with instructional delivery effectiveness (β = .45, p < .001), student engagement (β = .42, p < .001), and assessment practices (β = .35, p < .001). Institutional digital infrastructure and technical support significantly moderated this relationship (ΔR² = .09, p < .001), strengthening the positive association between flexibility and pedagogical effectiveness. A confirmatory factor analysis of the 44-item instrument indicated acceptable model fit (CFI = .95, TLI = .95, RMSEA = .029, SRMR = .079), and Harman's single-factor test indicated common method bias was not a substantial concern (24.3% of variance on the first un-rotated factor). Qualitative findings corroborated and enriched these results, highlighting that while flexibility affords autonomy and opportunities for pedagogical innovation, its benefits are contingent on robust institutional support, adequate digital tools for practical demonstrations, and deliberate strategies to mitigate the digital divide. The study concludes that hybrid work flexibility is a valuable resource for pedagogical effectiveness in TVET, but one whose potential is only fully realized when coupled with sufficient institutional resources and support systems.
 

ABSTRACT: This qualitative study investigates the use of educational technology (EdTech) to reach marginalized populations through non-formal education (NFE) in Zimbabwe. Grounded in Paulo Freire's Critical Pedagogy and employing an interpretive research philosophy, the study collected data from 50 educators using open-ended questionnaires distributed in November 2025. Thematic analysis of responses reveals four key findings. First, the digital divide is fundamentally economic and infrastructural: high data costs and unreliable electricity are critical barriers, necessitating investment in solar-powered community centers and school-based access points. Second, pedagogical relevance requires radical localization—incorporating indigenous languages, real-life examples, and practical, skills-based subjects delivered through low-bandwidth platforms such as WhatsApp and SMS/USSD. Third, sustainability depends on community ownership: projects must transition from foreign funding dependency to locally governed models, with trained community facilitators and traditional leaders ensuring ethical accountability. Fourth, inclusivity demands universal design principles that leverage built-in accessibility features for learners with disabilities, alongside robust data protection frameworks to safeguard against exploitation. The study theorizes a "Freirean EdTech" that positions technology not as a neutral tool but as a site of emancipatory practice, where success is measured by a project's ability to foster critical consciousness, economic agency, and collective self-determination. Implications for policy include regulatory interventions to lower data costs, curriculum reforms prioritizing localization, and governance frameworks that embed community oversight. The study concludes that sustainable EdTech in NFE requires moving beyond technological determinism toward socially embedded, ethically governed, and culturally responsive approaches.