The global higher education landscape is fast evolving, demanding that universities equip students with critical knowledge and 21st-century skills. Daystar University (DU) 's switch from teacher-centered models to Problem-Based Learning (PBL) reflects this shift. PBL stresses critical thinking and real-world problem-solving, essential for today's interconnected world. The chapter examined the challenges and advancements of PBL implementation at DU using qualitative methods involving interviews with 30 selected informants and document analysis. Findings show that while PBL has been integrated across various programs, challenges like resistance to change, insufficient faculty training, and resource limitations persist. However, significant progress has been made, including adopting technology-enhanced tools, increased faculty collaboration, and a growing culture of innovation among students. The study recommends targeted faculty development, improved infrastructure, and stronger support systems to enhance PBL's effectiveness in fostering more profound learning experiences.

2024-05-03·Contributions of Africa’s Indigenous Knowledge to the Wave of Digital Technology

A Case of M-Pesa Technology in Kenya

作者: Musembi, Patrick Makau

Historical literature shows that Africa is the cradle of mankind and has the world's oldest record of science and human technological achievements. The oldest stone tools in the world have been recorded in Eastern Africa, and later evidence for tool of technological production by humans' hominin ancestors was recorded in West, Central, Eastern, and Southern Africa. For example, some of the earliest inventions and African technology include hand axes, fishing hooks, bows and arrows, and even boats. Many of the African inventions in history pre-date the use of the written word by tens of thousands of years. These earliest technological advancements became the basis and foundations of the digital technologies the world experiences today.

2024-04-05·Advances in Linguistics and Communication Studies

COVID-19 Messages and High Risk Areas

作者: Muzhingi, Samuel Anesu ; Chibike, Jennings Joy

This chapter examines the views and perspectives of journalists on the role played by Radio Zimbabwe in informing refugee residents at Tongogara Refugees Camp in Zimbabwe about COVID-19. Also, the chapter examines their views and perspectives on the potential of Radio Zimbabwe and its COVID-19 message in creating a sense of belonging for the refugees. Its theoretical toolkit is drawn from the social responsibility theory and public sphere theory. Empirical data were drawn from in-depth interviews with 12 purposively selected radio journalists from Zimbabwe. The chapter established that Radio Zimbabwe's jingles, news, and announcements on COVID-19 were not directed at refugees; thus, it was argued that the radio station did not adequately inform refugees residing at Tongogara Refugee Camp. Also, the chapter fleshes out Radio Zimbabwe's mediation of COVID-19 failed to fan a sense of belonging in refugees. Instead, the way Radio Zimbabwe handled COVID-19 strengthened the minority and marginalised identity in Zimbabwe.

100 项与 Daystar University 相关的药物交易

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100 项与 Daystar University 相关的转化医学

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