Overcoming e-learning hurdles: strategies for enhancing stem education in Africa through digital innovation

Abstract

ABSTRACT Closing the divide between educational practices and industry demands is recognised to enhance the societal relevance of education. Consequently, African countries improve their educational systems by incorporating technological tools such as artificial intelligence, e-textbooks, and web-based learning in primary schools. This research investigates the impact of digital leadership and the external and internal barriers teachers face when adopting e-learning methods within educational institutions. The study gathered responses from STEM-trained teachers, and the data was subjected to analysis using SPSS version 23. The findings reveal a negative relationship between digital leadership and teachers’ internal and external barriers, with no statistically significant impact on using artificial intelligence in schools. Moreover, digital leadership positively influences the use of e-textbooks and web-based learning. Conversely, teachers’ internal and external barriers exhibit adverse effects on integrating e-textbooks and web-based learning while positively impacting the adoption of artificial intelligence in educational settings. The study underscores the need for advancing STEM programs, noting their role in fostering the acceptance and utilisation of e-learning mechanisms.