Abstract:
This study explored the potential of digital resources in promoting primary education outcomes
fostering inclusivity, particularly in remote rural areas, a case study of selected schools in Nkhata
Bay district. By adopting a case study approach, the researcher explored the implementation of
accessible digital books by the education technical program of Building Education Foundations
through Innovation and Technology (BEFIT), Voluntary Services Organisation, World Vision
Malawi, United States of Aid (USAID) and other implementing Organizations. However, the
implementation of this program at primary school has come at a time when the curriculum has not
yet been revised completely giving an impression that the materials in the introduced digital
facilities do not match with the current curriculum hence raising questions about curriculum
alignment and whether it contributes to the primary school learning outcomes. The study was
guided by the following research objectives; to assess the current status of digital education
implementation in the selected primary schools in the Northern region of Malawi, to explore how
teachers integrate digital technology in their classroom arena, to identify the challenges and
opportunities for improving the impact of digital education on students' learning outcomes and
lastly, to discuss solutions to problems of integrating digital technology in classroom setting. The
research was grounded in technological acceptance Model (TAM) and used oral interviews,
classroom observation and document analysis where interview guide, classroom observation
forms, and document analysis checklist as methods of data collection. The sample size to be used
in this study constituted a total of 30 participants. The six primary schools were selected through
purposive sampling comprising of 4 head teachers of the 6 schools, 14 teachers, 10 students, two
from each school will also be sampled randomly from the concerned classes and finally, 2 Primary
Education Advisors from zones where the researcher selected the participating primary schools
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were targeted. The data collected was then analysed using content analysis, narrative analysis and
thematic analysis and reported narratively. The study found that the program has to some extent
helped to improve numeracy and literacy skills in learners though facing challenges of inadequate
resources, less technical know-how on how to maintain the gadgets after they breakdown, less
content to cover the whole curriculum subjects and lacks inclusive materials for the hearing
impaired. It was therefore recommended that there has to be thorough orientation and continuous
professional development for teachers, and proper coordination among curriculum implementing
stakeholders to ensure equity distribution of resources.
