THE EFFECT OF DIGITAL LIBRARIES IN RURAL MALAWIAN SECONDARY SCHOOLS: IMPLICATIONS FOR THE FUTURE OF AFRICA

Abstract

This exploratory case study investigates the impact of offline digital libraries on teaching and learning in rural Malawian Community Day Secondary Schools (CDSSs). Grounded in Afro-futurism and self-efficacy theory, the research examines the implementation of an offline digital library as an educational resource in five CDSSs. The study addresses digital libraries’ impact on attitudes toward teaching and learning, the effects of access to resources through offline digital libraries, and the that factors influence commitment to implementing digital resources. Through semi-structured interviews with students and teachers, the thematic analysis revealed two main themes: 1) an impact on the participant’s attitudes toward teaching and learning (primarily mind/perspective shifts in school and community culture and behavior changes in participants in their ability to access to new tools and aptitudes, and 2) uncovers the many visions of personal and national life and motivations that influence commitment to a digital future for Malawi. The study highlights the transformative potential of offline digital libraries in bridging the educational gap in resource-limited settings and underscores the importance of teacher training, community engagement, and localized content to enhance the effectiveness of digital education tools. By leveraging existing technologies, rural Malawian schools can empower students and teachers to become future-oriented, self-reliant individuals capable of contributing to local and global development. This research contributes to the growing literature on digital education in sub-Saharan Africa and offers practical recommendations for policymakers and educators aiming to improve educational outcomes in underserved rural communities.