5. Implementation or Enactment Principles Underpinning the Digitalised Curriculum

The education sector, as with other developmental sectors, was adversely affected by the unprecedented emergence of the Coronavirus disease 2019 (COVID-19), famously known as the COVID-19 pandemic. This novelty introduced a hasty paradigm shift in higher education institutions (HEIs), with most having to move from traditional to digitalised curriculum (DC), which is a plan of or for teaching and learning using educational technologies. DC was adopted in order to continue the process of knowledge-building. It is against this background that in this chapter, I sought to explore implementation or enactment principles underpinning DC during the COVID-19 era at one university in Lesotho, as a hasty shift perpetuated by the uncertainty suggested an inclination to performance-based DC, which favours lecturers over students, or competence-based DC, which favours students over lecturers. This chapter draws from the connectivism theory and the natural identity framework to undergird and provide solutions for effectively using DC.