Information and Communication Technology (ICT) Interventions for Enhancing Access to Education in Rural sub-Saharan Africa: A Systematic Review

Authors

  • Jack O. Odunga

DOI:

https://doi.org/10.62049/jkncu.v4i1.80

Keywords:

ICT Interventions, Education Access, Systematic Review, ICT Challenges, Technology, Rural Africa, Artificial Womb Technology (AWT), Developing Countries, Sub Saharan Africa

Abstract

The incorporation of ICT in the learning environment is essential for preparing learners for future employment, as education is an ever-evolving process. However, sub-Saharan African learners are being left behind due to limited access to ICT infrastructure, resulting in disparities in education. This study presents the findings of a systematic review conducted in accordance with the PRISMA protocol, which aimed to investigate various ICT interventions, challenges, barriers, and key factors that contribute to their successful implementation and scalability in enhancing access to education in rural sub-Saharan Africa. The review was based on scientific databases, which were the primary sources of articles retrieved. The selected articles underwent a process of defining and applying inclusion and exclusion criteria, resulting in the selection of 17 articles that aligned with the study. The study further identified four focus areas that aided in discussions of the findings and recommendations to enhance ICT adoption and integration in education in rural sub-Saharan Africa. The findings revealed a disproportionate focus of research on ICT interventions in rural sub-Saharan Africa, with a notable bias towards South Africa.

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Published

2024-01-23

How to Cite

Odunga, J. O. (2024). Information and Communication Technology (ICT) Interventions for Enhancing Access to Education in Rural sub-Saharan Africa: A Systematic Review. Journal of the Kenya National Commission for UNESCO, 4(1). https://doi.org/10.62049/jkncu.v4i1.80