The landscape of education is experiencing significant transformation with the rise of open distance and e-learning (ODeL), which offers unprecedented opportunities to redefine teaching and learning practices. This study aims to explore transformative practices in ODeL environments, focusing on their influence on educational outcomes and pedagogical approaches across diverse contexts and disciplines. Central to this investigation is the role of technology-mediated environments in facilitating transformative practices. Through the integration of digital tools, interactive multimedia, and collaborative platforms, educators can design dynamic and engaging learning experiences tailored to the needs of diverse learners. Employing a narrative review methodology, the study synthesises empirical evidence, case studies, and theoretical frameworks from existing literature to highlight the transformative potential of ODeL practices. The review suggests that the flexibility and accessibility of ODeL modalities empower students to engage with content at their convenience, thereby fostering a personalised and student-centred approach to educational access and success. We also found that strategies such as inquiry-based learning, project-based learning, and personalised pathways leverage ODeL platforms to create inclusive and participatory experiences. These approaches, grounded in Nancy Fraser’s social justice theory, could enhance critical thinking, creativity, and problem-solving skills while addressing educational inequalities especially in the context of South Africa. The study thus contributes to the ongoing discourse on advancing practices in the use of technology to enhance educational outcomes in an increasingly digital and unequal society. Continuous professional development for educators ensures sustainability and adaptability in advancing these practices.
Tabe et al. (Thu,) studied this question.
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