BRIDGING THE DIGITAL DIVIDE: BUILDING CAPACITY IN ONLINE EDUCATION FOR SUSTAINABLE LEARNING OUTCOMES IN SUB-SAHARAN AFRICA

This study investigated capacity gaps in online education and the role of spaced learning in promoting sustainable educational outcomes in Sub-Saharan Africa. The study is anchored on Connectivism Theory and the Technology Acceptance Model (TAM), which explain the dynamics of digital learning and technology adoption in educational environments. A mixed-methods research design was adopted, utilizing survey data from 120 educators and semi-structured interviews with 15 academic leaders across selected Nigerian polytechnics. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. Findings reveal that 68% of educators lack formal training in digital pedagogy, while institutions adopting spaced learning modules reported 30% higher retention rates among learners. The study further identified infrastructure deficits, poor internet connectivity, and low digital literacy as major barriers to effective online education delivery in the region. The study concluded that addressing educator capacity gaps and strengthening digital infrastructure are essential for achieving sustainable learning outcomes in Sub-Saharan Africa. Consequently, it recommends continuous professional development in digital pedagogy, increased investment in digital infrastructure, integration of spaced learning strategies into online instructional delivery, and strengthened partnerships among governments, educational institutions, and technology providers. The study contributed to the realization of Sustainable Development Goal 4 (Quality Education) by providing practical strategies for building resilient, inclusive, and sustainable education systems.