Assessing contextual best fitting ePedagogies for communal Zambia

Abstract

The study sought to establish pedagogical methods commonly used in the Zambian educational system today. It also identified which, among these options, were most preferred by learners and teachers. The enquiry was a thematic qualitative study that elicited thoughts, feelings, emotions, preferences and motivations that influenced participant choices. The study has a sample of 28 HEA accredited HEIs drawn from a total population of 63. An inclusion and exclusion criteria was used to arrive at this sample. At each site, at least two purposively chosen respondents were interviewed exploiting open ended questions in an interview guide. The study found that most participants (i.e. 59%) preferred the well-established in-person F2F traditional pedagogical approaches, 30 % preferred blended while 8% opted for exclusive online learning. A further minute group (3%) were uncertain. The study concludes that the majority (i.e. 59%) still favour traditional pedagogical approaches while another portion (i.e. 30%) are open to blended approaches. Only a small section (8%) welcome exclusive online learning. The study recommends that more intentional stakeholder sensitization, investment into digital Ed Technologies, enhanced digital pedagogical skills capacity building and ensuring that state of the art technologies are in place.

Keywords: ePedagogy, Andragogy, Interaction, Hybrid, Blended Learning, Face to Face (F2F), Digital Skills, Capacity building

DOI: 10.7176/JEP/17-1-04

Publication date: January 30th 2026