A Brief Historical Synopsis of eLearning Development in Zambia (1964 to 2024)

Abstract

The study aimed at assessing awareness levels of eLearning development history among Zambians. It also suggests ways to foster local eLearning development history recording for posterity while vouching for future eLearning mainstreaming. This qualitative study relied on cross-section and documentary review theoretical frameworks to arrive at a final sample of 35 participants leveraging inclusion and exclusion criteria buttressed by purposive sampling at any given site. Using open ended question interview approach, the enquiry was executed. The study found that eLearning development history record tracking in Zambia was absent. The enquiry also found that relevant benchmarked specific national policy for eLearning was lacking though was being discussed. The study further revealed low awareness levels of eLearning development history among respondents (23%). The study concludes that absence of structured data and historical tracking of eLearning history works against incremental progressive development and mainstreaming of eLearning in Zambia. The study also concludes that the absence of a specific eLearning policy potentially hampers eLearning growth. The research recommends that structures and strategies to support eLearning are developed by government and stakeholders ensuring eLearning history development is not only tracked but preserved in journals, symposiums, websites or associations dedicated to eLearning. Finally, the enquiry also recommends the setting up of a dedicated database, digital Journal or dedicated Association for eLearning.

Key words: eLearning; Educational Technology (EdTech); History; Higher Educational Institutions (HEIs); Artificial Intelligence (AI); Pedagogy; Higher Education Authority (HEA); Technology

DOI: 10.7176/JEP/17-8-09

Publication date: August 30th 2026