Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Dawadi, Saraswati; Goshtasbpour, Fereshte and Kukulska-Hulme, Agnes (2024). Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts. Journal of Interactive Media in Education (JIME), 2024(1), article no. 2.

DOI: https://doi.org/10.5334/jime.832

Abstract

The Covid-19 pandemic forced higher education institutions to provide education online. Yet, little is known about students’ and teachers’ experiences of the shift in pedagogical modality in low-resource contexts. This study explored undergraduate students’ and teachers’ experiences of online education during the pandemic in Kenya and Nepal. Semi-structured interviews with students (n = 24) and teachers (n = 8) suggest that the pandemic further exacerbated existing inequalities. Furthermore, it affected the mental wellbeing of students; almost all reported heightened anxiety associated with their career prospects and learning. However, the findings also suggest that the pandemic created a conducive atmosphere to enhance digital literacy, and to foster peer support practices. Pedagogical implications of the study are highlighted in the context of promoting equity in future learning environments.