Abstract:
Using a qualitative literature review approach, this study investigates how the use of digital teaching tools affects student
involvement and learning outcomes at higher education institutions in Africa. This review synthesizes academic publications
highlighting the changing terrain of digital education shaped by the COVID-19 epidemic. The objectives include:
investigating the digital teaching tools used in African universities; analyzing the correlation between these tools and student
engagement; evaluating the impact of digital tools on knowledge retention, problem-solving skills, and general academic
performance; identifying the challenges impeding the effective implementation of digital tools; and providing practical
recommendations for improving the integration and efficacy of these technologies in African higher education. The continent
has learning environment technologies like games, mobile apps (like WhatsApp), videoconferencing platforms, and learning
management systems. When matched with pedagogical techniques, these tools show promise for supporting dynamic,
student-centered learning environments and improving academic achievements. There are still problems with infrastructure,
accessing the internet, using digital devices, knowing how to use them, and preparing institutions. The study reveals
discrepancies in implementation and efficacy between urban and rural institutions, as well as in the experiences of staff and
students. The results make it clear that scalable interventions meant to make digital transformation equitable need to be
carefully evaluated across borders. The study recommends the improvement of ICT infrastructure, flexible digital learning
policies, and the guarantee of fair access to digital resources. The study will help shape policies that aim to improve
educational equality and creativity in higher education in Africa.
