Speaker
Description
Muhammad, M.
Kano State College of Education and Preliminary Studies
muhd4muhd@gmail.com
Track: Digital Transformation in Higher Education
Department of English and European Languages, School of Languages,
Kano State College of Education and Preliminary Studies, Kano State, Nigeria.
Muhammad Muhammad
Email: muhd4muhd@gmail.com
Phone: +2348068171871
Abstract
Globally, teaching, learning, and knowledge creation have all been transformed by the quick integration of digital technology into higher education. However, not everyone benefits equally from this shift, especially in Africa, where educational inclusion is still threatened by enduring disparities in access to digital resources. The majority of current research on the digital divide has concentrated on economic and infrastructure hurdles, while language's influence on participation in and access to digital learning settings has received comparatively less attention. This study examines the digital gap in African higher education from a critical pragmatic standpoint, contending that language serves as a mechanism of inclusion and exclusion in digitally mediated learning environments in addition to being a means of communication. The study examines how language decisions in educational regulations, digital platforms, institutional communications, and online learning practices affect students' access to educational opportunities using critical pragmatics as a lens. It draws attention to the predominance of English and other foreign languages in online learning, which might keep students from other linguistic backgrounds out and contribute to inequality. Additionally, the research shows how discursive practices affect learners' experiences and engagement and exposes the hidden assumptions, presuppositions, and power relations ingrained in digital education discourses. The study uses a qualitative and analytical method, drawing on pertinent literature, government policy papers, and academic conversations on language, technology, and educational inclusion in Africa. The findings show that language exclusion is a significant aspect of the digital divide that is frequently overlooked. Therefore, the study advocates for inclusive language policy, culturally sensitive educational technology, multilingual digital learning settings, and improved digital literacy programs. The study contributes to existing discussions on rethinking future-ready higher education ecosystems for fair access, participation, and inclusion throughout the African continent by highlighting the relationship between language and technology.
Keywords: Critical Pragmatics, Digital Divide, Higher Education, Language, Technology, Inclusion, Africa.