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• Adaptive learning technologies in low-bandwidth secondary classrooms: A mixed-methods evaluation

  Boateng, F. & Diallo, M.

  We report on a 14-month evaluation of an offline-first adaptive learning platform deployed in 18 secondary schools across Ghana and Senegal. Using a mixed-methods design combining learning analytics with teacher and student interviews, we document gains in mathematics achievement, particularly for students in the lowest-performing tertile. Implementation challenges centred on device maintenance and teacher professional development rather than connectivity. Implications for low-resource educational contexts are discussed.

  edtechadaptive learningsecondary educationequityWest Africa

• Decolonising the curriculum: Practitioner perspectives from East African universities

  Mwangi, A. K., Okello, J. & Ndlovu, S.

  This study examines how academics in three East African universities interpret and operationalise curriculum decolonisation. Drawing on 42 semi-structured interviews and document analysis, we identify three competing framings — epistemic restoration, contextual relevance, and institutional reform — and trace how each shapes pedagogical practice. We argue that effective decolonisation requires institutional commitments that move beyond symbolic gestures toward substantive curriculum transformation.

  decolonisationcurriculumhigher educationEast Africaepistemology

• Community-led literacy interventions in sub-Saharan Africa: A scoping review

  Adeyemi, O., Hassan, R. & Tembo, L.

  This scoping review synthesises 87 studies (2010–2025) on community-led literacy interventions across sub-Saharan Africa. We map programme typologies, theoretical framings, and reported outcomes, identifying a strong evidence base for early-grade reading gains but persistent gaps in measuring sustainability and longer-term transfer. We propose a research agenda emphasising longitudinal design and community-centred outcome measures.

  literacycommunity educationscoping reviewsub-Saharan Africaearly-grade reading