March 28 ~ 29, 2025, Virtual Conference
Dudziro Nhengu, Gender Institute, Midlands State University, Gweru, Zimbabwe
The COVID-19 pandemic has exposed the vulnerabilities of global education systems, highlighting the need for resilience, equity, and effectiveness in the face of crises. The rapid shift to remote learning has accelerated the adoption of education technology, but also exacerbated existing inequalities. To address these challenges, this research explores the intersections of technology, infrastructure, collaboration, and community engagement in transforming education systems. Focusing on the African context, this study aims to identify context-specific strategies for building resilience and strengthening education systems. The research addresses the knowledge gap in existing literature, which lacks context-specific case studies from Africa. Through a comprehensive analysis, this study provides insights into the complex challenges facing education systems and offers recommendations for leveraging technology, infrastructure, collaboration, and community engagement to transform education systems. The findings emphasize the need for a multi-stakeholder approach, collective action, and shared responsibility among various stakeholders to mitigate pandemic and natural disaster disruptions.
COVID-19 pandemic, Education systems, Resilience, Equity, Effectiveness
Peter Kofi Dabie, Department of Educational Leadership, College of Education, Health and Society, Miami University, Oxford, USA.
There are already dominant ideas that influence our education, policies, and practice. These dominant societal knowledge systems still produce inequalities in our education and society. Using Postcolonial Theory, the study focused on colonial rule's impact on colonized societies, cultures, and identities and explored how colonialism's effects continue to shape the world in contemporary times. This study sought to critique the dominant knowledge narratives perpetuating social injustice. It has amplified the voices and experiences of those often silenced or marginalized by the dominant knowledge narratives. The study has also identified how the dominant knowledge system has produced inequality and marginalization and suggested more inclusive, equitable, and socially just knowledge through a curriculum studies approach.
Dominant knowledge, critical curriculum, inequality, marginalization, colonialism, rote learning.
Humyra Anjum Maliha, Zhou Wanming and Chen Hui, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Selangor, Malaysia
This paper explores digital storytelling as an innovative method to enhance second language (L2) literacy skills, focusing on reading and writing. Digital storytelling combines multimedia elements like text, images, and audio to create engaging, interactive learning experiences. Grounded in constructivist theory, it encourages active participation, collaboration, and meaningful language use. By integrating tools like Canva, learners aged 11–16 in EFL contexts (e.g., Bangladesh, China) can improve vocabulary, grammar, and narrative skills through creative story creation. Studies show significant improvements in writing performance, critical thinking, and motivation, though challenges like technology access and digital literacy gaps exist. Recommendations include teacher training and inclusive strategies to address these barriers. Overall, digital storytelling bridges linguistic and cultural gaps, fostering language proficiency while equipping learners with essential digital skills. Its benefits in engagement, creativity, and skill development make it a valuable approach for modern L2 education.
Digital storytelling, Second language literacy, Multimedia learning, Language acquisition, Canva integration