Studying the Influence of New ICT Tools on Malian Higher Education Curriculum and Teaching Method
DOI:
https://doi.org/10.54536/ajdsi.v1i1.8178Keywords:
Curriculum Transformation, Digital Pedagogy, Education, Higher Education, ICT Transformation, MaliAbstract
This study examines ICT’s role in transforming higher education in Mali. Using a mixed-methods approach with surveys, interviews, and document review of 12 institutions, data was collected from 110 faculty, 160 students, and 12 administrators. Guided by Constructivist Learning Theory, Diffusion of Innovations, and the TPACK model, findings reveal a gap between administrative ambitions (58% reporting ICT-based course redesign) and actual classroom implementation (47% faculty confirmation), with superficial digitalization prevailing over meaningful pedagogical change. While access to infrastructure is high (68-83%), the use of specialized tools drops significantly (38-52%). Active learning strategies like flipped classrooms (32%) and virtual simulations (24%) are underutilized. Key challenges include inadequate power, limited faculty autonomy (25%), digital literacy gaps, and resistance driven by fear. Recommendations highlight faculty development, infrastructure investment, increased curricular autonomy, and change management. The study underscores that sustainable ICT integration requires cultural change to ensure technology enhances, rather than threatens, educator roles.
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