Academic ICTs training in South Africa, Cameroon, and Nigeria. Strategies for ICT training course design

Abstract This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both the challenges and the strengths that could be used to improve ICT training and make it more effective and relevant to the participants. Four key themes emerge from our analysis: course objectives and content, teaching strategies, implementation challenges, and expectations/impact of the courses. The objectives of the courses vary considerably—some focus on the practical application of ICT, while others aim to improve the participants’ understanding of ICT systems. Teaching methods also differ, ranging from more traditional teaching approaches to collaborative, project-oriented methods. However, we identify significant challenges, particularly poor internet connectivity and a lack of sufficient technological resources, which affect the learning process. In addition, there is often a divergence between trainer expectations and trainee perceptions of the impact of these courses on their professional development. This study aims to contribute to the definition of strategies to improve the effectiveness of ICT training, in the African context, including Cameroon, Nigeria and South Africa.