Abstract:

The integration of Information and Communication Technology has been tested due to the urgent need to implement emergency remote education. Because the COVID-19 pandemic challenged all sectors to adapt to a new reality, a sudden transition to emergency remote learning resulted in socioeconomic inequalities in educational continuity, technology access, and quality of teaching and learning, amongst many others. It has been argued that the education system pre-COVID-19 is seen as a factory process that focuses on key performance indicators, testing, and ranking rather than on the needs of students. There is now an urgent need for a more progressive, resilient, and inclusive system. The present study seeks to examine how the integration of digital technologies during COVID-19 has been used to combat the persistent structural challenges such as the urban-rural divide, digital divide, and other forms of inequality. Underpinned by a constructivist paradigm, the present study will adopt a qualitative research approach and a case study design. Data will be collected from university staff, students, and managers through interviews. It is anticipated that the study will contribute to debates on Innovative programs and structures that universities can employ to improve equity and inclusion in education. Similarly, it is hoped that the study will provide an insight into the impact of the pandemic on the educational sector and provide strategies that stakeholders can effectively employ in adjusting to unforeseen circumstances. The study might also assist in providing ways in which educational institutions can continue to engender excellence by promoting equal access, resilience and sustainability through digital practices.

Keywords:

Access, digital technology, emergency remote learning, equity, inclusion, resilience.