What does this research mean for the field?

Despite the availability of computer laboratories and smartphones, consistent use of e-learning platforms in digitalized public secondary schools in Buea is limited by unreliable internet connectivity, insufficient devices, minimal technical support, and uneven digital competencies. Novelty: ClaimNovelty.CONFIRMATORY. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research aims to explore factors influencing access to e-learning in public secondary schools in Buea, Cameroon.

June 8, 2026Open Access

Challenges and Opportunities for Accessing E-Learning in Digitalized Public Secondary Schools in Buea-CRM South West Region of Cameroon

Key Points

This research aims to explore factors influencing access to e-learning in public secondary schools in Buea, Cameroon.
Descriptive survey design conducted with students, teachers, and school administrators in selected schools.
Data collection through structured questionnaires and semi-structured interviews.
Analysis performed using descriptive statistics to illustrate access patterns and digital skills.
Most schools have computer labs and students have smartphone access, but consistent e-learning use is limited.
Challenges include unreliable internet, insufficient devices, and uneven digital competencies among users.
Opportunities identified include mobile device usage, available digital resources, and administrative support.

Abstract

Abstract This study examines the challenges and opportunities for accessing e-learning in digitalized public secondary schools in Buea-CRM. The research aims to investigate how infrastructural availability, institutional support, and digital competencies influence students’ and teachers’ engagement with e-learning platforms (van Dijk, 2020; UNESCO, 2021). A descriptive survey design is employed, involving students, teachers, and school administrators across selected digitalized public schools. Data are collected using structured questionnaires and semi-structured interviews and analyzed through descriptive statistics, with findings reported in percentages to illustrate patterns of access, device availability, digital skills, and institutional support (Creswell Redecker, 2017). Opportunities for enhancing e-learning access include mobile device use, availability of digital learning resources, and administrative encouragement. The study concludes that improving e-learning engagement requires integrated strategies addressing infrastructure, capacity-building, and institutional support. These findings have significant implications for policymakers, school administrators, and educators in designing inclusive digital education policies that promote equitable access and improved learning outcomes (Selwyn, 2016; OECD, 2020). Future research should investigate the impact of e-learning access on academic performance and explore comparative strategies in other regional and cultural contexts. Keywords: Challenges And Opportunities, Accessing, E-Learning, Digitalized Public Secondary Schools, Buea, South West Region, Cameroon

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