Integrating Technology into Teaching and Learning: Lessons from JOOUST

Abstract

Until 2018, Jaramogi Oginga Odinga University of Science and Technology (JOOUST) provided traditional face-to-face lectures with minimal use of digital tools. Students had limited access to online resources, and faculty lacked skills and confidence in the use of digital pedagogy. This gap constrained flexibility, inclusiveness and resilience in teaching and learning, particularly during disruptions such as the Covid-19 pandemic. JOOUST, with support from the Commonwealth of Learning (COL), introduced technology-enabled learning (TEL). The TEL initiative focused on expanding the digital infrastructure, building capacity among faculty, giving students digital skills training and developing open educational resources (OER). TEL was embedded in institutional strategy, ensuring its long-term adoption beyond its introduction as an emergency response. The TEL initiative primarily targeted JOOUST faculty and students across all academic programmes. Faculty were trained in digital pedagogy and blended learning design, and students received orientations, tutorials and digital literacy support. The implementation of TEL required investments in bandwidth upgrades, a learning management system (LMS), called eJOOUST, subsidised data bundles and zero-rated platforms. Human resources included TEL champions, peer mentors and technical support staff. External resources included COL programmes such as C-DELTA and the Pressbooks open textbook initiative. JOOUST was one of the first universities in Kenya to adopt C-DELTA and develop an institutional open textbook platform. More than 280 faculty were trained in TEL, and over 80% of programmes adopted blended learning. Student engagement and flexibility improved, with 91% of students reporting better learning experiences. It takes time, mentorship and continuous capacity building, rather than one-off workshops, to adopt TEL. Student support is equally critical. Flexibility enhances inclusivity, and institutional partnerships and policies provide sustainability. Both faculty and students stated that TEL widened access, reduced costs and fostered resilience in teaching and learning. JOOUST faced several challenges, including limited connectivity, high data costs, faculty resistance to change and low digital literacy among students. Overcoming them required infrastructure investment, mentorship, student orientations and partnerships with COL and telecommunications providers. Sustainability is anchored in JOOUST’s Strategic Plan (2023–2028), so TEL will be futher institutionalised. Continuous faculty development, open textbook production and student digital leadership programmes will sustain the gains made to date. Partnerships with COL, the Kenya Network of Education (KENET) and regional networks will position JOOUST as a hub of TEL excellence in East Africa.