Digital Pedagogy: Are We Ready to Bridge the Digital Divide in Africa?

Abstract There has been a global push in digital education, including in nursing education, despite the digital divide that exists across countries. However, there are concerns that the technology has outstripped pedagogy. The aim of the study was to develop digital education guidelines, underpinned by a strong digital pedagogy, to guide nursing education institutions and faculty in Africa. A multi-method research study was conducted using adapted European Society of Human Reproduction and Embryology guidelines in two phases. Phase 1 was the evidence gathering phase, which included three studies: a scoping review, using Joanna Briggs Institute scoping review methodology on nursing faculty’s use of education technology in low resource settings; a quantitative survey of digital education technology use by nursing students in Nigeria; and qualitative in-depth interviews of Nigerian nursing faculty. Phase 2 synthesized evidence from the three studies to develop digital education technology, pedagogical, ethical, technical, and administrative guidelines, which were validated using a nominal group technique workshop. Key guidelines included ensuring access (ethical) and digital literacy for faculty (administrative), developing appropriate educational material suitable for digital use (pedagogical), ensuring faculty and student digital competence (administrative) and ensuring technical support and internet access for students and faculty (technological). Developing digital education guidelines for low-resource countries is essential to guide pedagogical practice in nursing.