E-learning platforms for agricultural innovation management and facilitation in Africa

This study explores the quality and potential of e-learning platforms across African universities in supporting Agricultural Innovation Management and Facilitation (AIMF). It aims to map existing platforms among RUFORUM member institutions, assess their readiness, and explore collaborative opportunities for developing AIMF-related digital content on a regional scale. Of the 170 RUFORUM member universities reviewed, 136 were identified as having functional Learning Management Systems (LMS), with Moodle the most widely used. Four universities, namely Bamenda (Cameroon), Kabale (Uganda), Nkumba (Uganda), and Port Harcourt (Nigeria), were selected as case studies for deeper assessment. Each represents a distinct typology of e-learning adoption: policy-driven, crisis-driven, demand-driven, and technology-driven. 

The platforms were assessed using a structured quality framework that examined accessibility, usability, and security/privacy. This analysis revealed that each platform brings unique strengths that, when combined, offer complementary value for the development of a regional AIMF course. For instance, Kabale and Nkumba Universities demonstrate strong practices in user-friendly design and accessibility. Bamenda provides expertise in policy-aligned platform development. While Port Harcourt offers insights into vocational-focused learning. Together, these contributions can support the creation of a robust, inclusive, and scalable digital learning model. 

While AIMF-specific content is still limited, Kabale University has started to develop three relevant course units: Agricultural Extension Practical Skills, Participatory Approaches in Extension, and Extension Methods and Tools. This serves as a practical starting point for broader regional collaboration in co-designing targeted content for both traditional students and agricultural professionals. 

At the same time, the study also highlights common cross-cutting challenges. These include limited ICT infrastructure in some contexts, unreliable power supply, high Internet costs, digital literacy gaps among academic staff and learners, and a need for institutional incentives to support e- learning adoption. Addressing these barriers through collective investment and policy coordination will be essential to fully realise the potential of digital learning in agricultural innovation. 

Key findings: 

− There is an expansion in the adoption of E-learning adoption in Africa, which is being driven by deepening crises, a demand for flexible learning, available institutional and governmental support, and technological progress. 

− Of the 170 RUFORUM universities, 136 have active LMS platforms, with Moodle the most widely adopted and the most adaptable system for variable institutional needs. 

− The four platforms that have been assessed offer complementary strengths, making them a strong foundation for the regional co-development of AIMF digital learning programmes. 

− Two delivery models dominate: Blended learning for university students and fully online formats for professionals. Both are applicable to AIMF course delivery. 

− Kabale University has already initiated AIMF-related course development, offering an entry point for collaborative content creation. 

− Key systemic challenges remain, including infrastructure gaps, high connectivity costs, limited digital skills, and the need for stronger institutional support for sustainable e-learning implementation.