Representation of e-learning ideological-ware

This is the authors' abstract. We don't add key points for this paper.

The COVID-19 revolution compelled higher education institutions (HEIs) to use e-learning or a digitalised curriculum (DC) to save or complete the 2020/ 2021 academic calendar/ year.Ideological-ware resources are cognitive processes that drive or manage human actions in using hardware and software resources to address human needs.These resources are translated into theories of e-learning/ digital curriculum.When HEIs were compelled to use a DC, they applied various theories that represented ideological-ware resources.However, there is a lack of awareness about human internal intelligence and natural actions which can be used to promote natural identities, further shaping the DC ideological-ware resources in education.As such, this study examines ideological-ware resources used by HEI academics in teaching during the COVID-19 revolution.A pragmatic paradigm and the natural identities framework (NIF) were used to encase this study.Text analysis and document review were applied in processing data from 20 purposively and conveniently sampled publications for this study.The findings indicate that most of the theories used, promoted a performancebased (equality) and/ or competence-based (equity) curriculum at the expense of the pragmatic or natural curriculum that promotes justice or natural actions in curriculum.This suggests that the teaching was only addressing professional needs in terms of 'what' questions, and/ or societal 'how' questions.A pragmatic curriculum is driven by the importance of actual actions, beliefs (ideological-ware resources) behind the actions, and their consequences.This study therefore recommends the use of DC ideological-ware resources that promote justice and natural actions, thus addressing personal needs through personal 'who' questions, and philosophical needs through 'why' questions.