Impacts of COVID-19 on Higher Education in Developing Countries and the Strategy of Using ICTs for e-Teaching from Catholic University of Mozambique

Abstract

COVID-19 has tested the organizational capacity of the education system in Mozambique, including the higher education level when it became mandatory to close all face-to-face teaching activities. To respond to this challenge and continue with the noble mission of teaching, the Catholic University of Mozambique implemented a hybrid model, specifically through digital platforms, even though it was aware of the various resource limitations on the part of teachers and students. This strategy would be determinant for a successful path to the purpose of "never stop teaching and learning." This paper attempts to answer questions that arose at introducing this new teaching model during the COVID-19: (i) What skills did teachers have to respond to ICT-mediated teaching? (ii) What strategies were used to circumvent the difficulties arising from COVID-19 for Teaching and Learning? (iii) What kind of skills, difficulty, and behaviour characterized the students to correspond to a 100% online teaching system? and (iv) What platforms and instruments were used to respond to this teaching model? The paper first seeks answers from exploratory interviews with teachers about the use of ICTs in teaching and learning and subsequently presents some challenges in three dimensions (institutions, teachers, and students) of which their consideration can lead to a path in the immersion of the technologization of teaching. In methodological terms, a qualitative approach was used, where interviews were conducted with a sample of teachers from this university who were part of the frontline of the process. The results show that for the case study it was possible, to teach and learn through Moodle platforms, Google Classroom, interacting through Zoom, Google Meet, and using Skype as a communication tool with students.