Paper Title
THE SUSTAINABILITY OF DIGITALISED TEACHING APPROACHES IN HIGHER EDUCATION: AN AFRICAN PERSPECTIVE

Abstract
With the advent of Covid-19, there is a need for greater adaptation of digitalised teaching in Higher Education (HE) with the assistance of technology. HE institutes can now increase the intake of students since the online teaching approach is flexible and more interactive between students and teachers. From an African viewpoint, this study investigates the viability of digitalised teaching methods in higher education. Understanding the opportunities and constraints involved in accepting and effectively employing digital technologies in teaching and learning in African higher education institutions is essential. The study seeks to determine how many of the latter institutions of higher education in Africa use digitalised teaching methods and whether digitalised teaching strategies in HE are sustainable in these developing countries of Africa. The literature review looks at the factors pertaining to the digital divide and how they contribute to the limited access to technology, given the state of the digital infrastructure in Africa. The study also examines methods teachers can use to ensure successful online learning and collaboration between students and teachers. furthermore, the study discusses the difficulties that must be overcome to guarantee a long-term adoption of a digitalised teaching strategy in Africa. Secondary data from previous researchers were collected in order to conduct this study. Findings indicate a significant challenge in infrastructure development as connectivity is unstable and electricity is unreliable. The lack of adequate infrastructure therefore makes it difficult for teachers and students to access digital learning resources. Another finding is that teachers are not adequately trained in technology, making engaging in the digital platform problematic. The research paper does, however, find that digitalised learning platforms do enable collaboration between students and teachers thus making it more inclusive and flexible for students to access HE institutes. The report also emphasises the potential advantages of digitalized teaching methods, such as enhanced student engagement, easier access to educational resources, and cost savings. In conclusion, digitalized teaching strategies have the overall potential to improve access and flexibility to higher education in Africa, among other aspects. Maintaining them, however, requires overcoming considerable obstacles such as faculty and staff training needs and access to technology, as well as making sure that students receive both excellent and engaging educational opportunities. Keywords - Digital Transformation, Higher Education, Covid-19, Online Education