ABSTRACT Digital platforms act as value distributors that enable and facilitate the delivery of value to potentially large numbers of users, also in the more resource‐stricken areas in the Global South. However, the key requirement for distributing any kind of value is that users can access the platforms, which is far from given due to factors such as the digital divide. Different measures can be taken to lower platform access requirements, yet how these measures impact platforms' ability to distribute their intended value propositions remains unclear. We offer a theorization on how value distribution functions on digital platforms and investigate how it is impacted by access requirements. We draw from two empirical case studies, one from Namibia and another from Uganda, and identify measures that have been taken to lower user requirements for platforms' access and analyze the implications that follow from this. The data collected from these two use cases was analyzed for this research and the results were built on earlier findings by using qualitative meta‐analysis, contributing to the development of a framework regarding distribution of value propositions by digital platforms. The results show how lowering access requirements leads to emphasizing value propositions' primary components at the expense of the secondary components that platforms may also offer. We refer to this phenomenon as the access‐value paradox and demonstrate how it has importance for platform design, implementation, and adaptations to new contexts, and for the developmental role that platforms may have.
Education Management Information Systems (EMIS) provide systematic and quality data for policy formulation, planning and monitoring of educational outcomes, especially in contexts of resource scarcity. While the relevance of EMIS to the pursuit of educational outcomes has been largely recognized, limited research exists on efforts to improve the effectiveness of EMIS in resource-constrained contexts, such as decentralization. Against this backdrop, this paper traces the evolution of the decentralization of the EMIS in Uganda, where education data had for a long time been managed centrally at the ministry headquarters. Through qualitative data collected through an action research project at national and district levels, the study uses an institutional logics perspective to understand how the interplay of logics centered on development project impact, political influence, and professionalism shaped outcomes of EMIS decentralization. By doing so, the paper contributes to the emerging literature on strengthening EMIS in resource-constrained settings, presenting ways in which data-supported decentralization can support the pursuit of education-related development goals.
This study investigates the role of Pix-an innovative mobile instant payment system developed by the Central Bank of Brazil-in promoting financial inclusion in the country, using the Delphi methodology. This research also highlights the importance of mandatory bank participation, regulation and implementation of a centralized governance model led by the Central Bank of Brazil, the flexible structure of the system, the inclusion of small financial institutions, and the implementation of robust data security and privacy measures. These findings provide valuable insights into the key elements that have contributed to Pix's success in Brazil as an innovative financial inclusion tool, paving the way for future research and public policy development on this subject. Finally, by identifying those critical factors, the study highlights Pix's potential for long-term financial inclusion and socioeconomic development in Brazil, especially among the most disadvantaged segments of the population.
The adoption of Electronic Medical Record (EMR) systems is expected to enhance efficiency, data quality, and accountability in the primary healthcare sector; yet, in low-resource settings, the adoption is undermined by a set of practices referred to as "workarounds." Although workarounds are common, the topic of EMR workarounds in public primary healthcare facilities in low- and middle-income countries is still undertheorised. This research will address this problem by applying Alter's Theory of Workarounds to the EMR workarounds in Tanzanian public primary healthcare facilities. We conducted a qualitative multi-case study in six public primary health facilities with diverse infrastructural capacities. Data were collected through in-depth interviews with 41 healthcare providers and non-participant observation and thematically analyzed using inductive coding. Our study found that EMR workarounds emerge from the interconnection between technical issues (such as system downtime and rigid system functionality), organizational issues (such as resource constraints and insufficient technical support), and human-related factors (primarily high workload and low digital literacy). Workarounds, through parallel paper recording and selective data entry, facilitate service provision while eroding data validity, healthcare accountability, and equality. Through our analysis, we have expanded the Alter theory framework by adding context-specific elements, including contextual vulnerability, humanitarian and administrative tensions, and the creation of workarounds that perpetuate inequality. Workarounds in this case can be seen not only as expressions of resilience but also as an indicator of vulnerability. We recommend that further research be needed to apply the extended Alter's theory framework to additional LMIC settings as well as non-health sectors. Patient perceptions need to be examined in future studies, as they will provide important insights into the effects of the above-mentioned factors on the quality of healthcare provision.
The study investigated the moderating role of digital literacy (ICT) in the influence of ICT on the quality of public service delivery such as education and health within Local Government Authorities (LGAs) in Tanzania. The Structural Equation Model (SEM) was employed to analyze the data gathered from 645 randomly selected respondents. The findings suggest that the quality of primary and secondary education, as well as health service delivery, is positively influenced by the internet connectivity and accessibility, as well as the utilization of e-government services. The study also indicates that citizens' level of ICT literacy statistically moderates the influence of ICT on the quality of public service delivery. Therefore, this study contributes to the current literature by providing empirical evidence from Tanzania's LGAs, highlighting how context-specific ICT use improves outcomes in education and health service delivery. The findings inform local government reform strategies and support policy efforts to embed context-specific ICT solutions into public service delivery.
Statistics reveal that inadequate teaching and learning resources are a significant challenge in Africa's education sector, with various educational reports highlighting shortages of qualified teachers, textbooks, and high student-teacher ratios. These challenges hinder progress toward achieving Sustainable Development Goal 4 and the African Agenda 2036, which advocate for inclusive, equitable, and quality education for all. To address these issues, we developed a Llama-powered chatbot aligned with the Malawian School Certificate of Education (MSCE) curriculum. The system allows students to ask subject-specific questions and receive personalized, interactive feedback, including auto-generated notes, multiple-choice assessments, and performance tracking. We fine-tuned a LLaMA 2 3B on a curated corpus of textbooks, pamphlets, and national exam questions from the MSCE syllabus. We used this application to conduct a study investigating how artificial intelligence (AI) can improve access to quality education for marginalized communities in Malawi. The study involved a purposefully sampled 200 secondary school students and 20 teachers, with 93% of the participants indicating that they would continue to use the tool and would recommend it to their peers. 82% indicated that they are satisfied with the chatbot as a learning tool. The results suggest that AI solutions in education have the potential to significantly enhance access to personalized learning resources and curb geographical and time constraints to teaching and learning.
Despite the transformative potential of e-government services, sustained citizen adoption often remains minimal, a situation termed the e-government paradox. Existing Information Systems (IS) literature largely treats user acceptance factors (UTAUT) and institutional governance dynamics (Institutional Theory) in isolation. This study addresses the critical gap of how platform governance mechanisms, driven by institutional pressures, dynamically reshape the technological characteristics and trust perceptions that govern e-government adoption in developing countries. An interpretive case study methodology was employed at Electro-G, a public utility in Ghana, integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) with Institutional Theory. Data were collected through 72 semi-structured interviews (52 customers, 20 staff) and analyzed using thematic synthesis guided by a combined theoretical coding scheme. The analysis reveals three critical dynamics: (1) Governance-Mediated Technology Acceptance, demonstrating how institutional pressures (e.g., coercive outsourcing) erode user-level constructs like Facilitating Conditions and Performance Expectancy; (2) An Institutional Trust-Technological Reliability Paradox, where institutional trust coexists and is undermined by infrastructure distrust; (3) Governance Gaps, created by mimetic and normative pressures, lead to organizational agility trade-offs, hindering rapid problem resolution despite regulatory compliance. This study makes a novel theoretical contribution by establishing a model of technology acceptance explicitly mediated by institutional context. For developing countries, the findings mandate a shift in policy focus from compliance-oriented regulation to managing distributed accountability across organizational boundaries (MNOs/vendors) through enforceable service performance mechanisms, sustainable service delivery, and enhanced citizen engagement.
This study investigates blockchain audit readiness in emerging economies using the Technology-Organization-Environment framework and Institutional Theory. Drawing on data from 297 financial professionals in Ghana, Egypt, and Kenya, it employs Structural Equation Modeling (SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA) to uncover both linear and configurational pathways. SEM results show that organizational readiness and cybersecurity maturity are key predictors, with institutional pressures exerting indirect influence. fsQCA identifies three sufficient condition sets, all anchored by cybersecurity maturity. While the cybersecurity construct reflects general security practices, it does not directly measure blockchain-native mechanisms. Findings emphasize that readiness arises from strategic alignments of internal capacity, external pressures, and contextual support. The study extends theory by positioning cybersecurity maturity as a foundational enabler and offers practical insights for capacity-building in resource-constrained settings. Policy recommendations highlight the need for balanced regulatory frameworks that foster innovation while strengthening digital security and institutional coherence.
Bangladesh's rapid expansion of digital financial services (DFS) raises a central question: do these tools empower rural women, and under what conditions? We analyze survey data from 1202 rural households, complemented by six focus group discussions, and estimate the causal effect of DFS adoption on women's empowerment using two-stage least squares with agent-outlet density and mobile network coverage as instruments. We test mechanisms via structural-equation mediation (DFS -> financial inclusion -> empowerment) and examine heterogeneity by digital literacy and proximity to agents. DFS adoption increases women's empowerment by 0.37 SD (IV, p < 0.01). Mediation analysis indicates that approximately 54% of the total effect operates through financial inclusion, consistent with gains in savings autonomy, control over remittances, and liquidity during shocks. Effects are largest among women with above-median digital literacy and among households residing within similar to 2 km of an agent outlet. Robustness checks, including placebo outcomes and alternative index constructions, yield similar conclusions. This study extends empowerment theory by conceptualizing the impacts of DFS as relational and conditional, rather than automatic. Empowerment primarily emerges through financial inclusion pathways and is moderated by literacy and access. Furthermore, Bangladesh's multi-channel ecosystem-mobile money, agent banking, and G2P digitization-demonstrates that empowerment outcomes depend on how platforms interact, not merely on access to a single service. In Bangladesh, DFS can shift intra-household power, but access alone is insufficient. Policy should pair network expansion with targeted digital-literacy programs and ensure reliable agent liquidity and proximity to deliver inclusive empowerment gains.
The study examines the role of Ghana's leading e-governance portals (Ghana.gov, e-Justice, and e-Procurement) in enhancing transparency and accountability in the digitalization of public services. The study was grounded in the Principal-Agent theory, literature on accountability, and current discussions surrounding Digital Public Infrastructure (DPI). The study formulates and employs the Transparency and Accountability Framework (TAF) to evaluate the usefulness of these initiatives. A scoping review following PRISMA-ScR guidelines revealed 18 pertinent sources, which were analyzed through both deductive (TAF-based) and inductive thematic approaches. The results indicate that Ghana's portals have improved access to information and diminished certain informational disparities, especially in areas such as revenue mobilization, case tracking, and procurement oversight. However, the change of transparency into accountability and enforceability is still constrained. Thus, procurement blacklists are applied inconsistently, judicial misconduct seldom leads to sanctions, and mechanisms for citizen feedback are underdeveloped. Access is disproportionately benefiting urban, tech-savvy people, which puts small and medium-sized businesses and rural areas at a disadvantage. As a result, equity concerns remain apparent. When evaluated from the standpoint of the DPI, Ghana's scenario shows that while portals are necessary, they are insufficient on their own. For instance, their longevity and inclusivity rely on the strength of foundational systems like digital Identification (ID), payments, and data exchange. The study presents the case that Ghana's approach to sequencing portal rollouts in conjunction with DPI investments signifies a unique addition to the discourse on digital governance in Africa, highlighting both achievements and important warnings. Recommendations for policy enhancement involve (a) bolstering interoperability among agencies, (b) requiring the publication of procurement data in accessible formats, (c) broadening cybersecurity governance, (d) incorporating citizen engagement in portal design, and (e) tackling issues related to affordability and literacy. Collectively, these actions emphasize that although technology has the potential to reduce information disparities, it is ultimately institutional reforms and political determination that can effectively complete the accountability cycle.
Efficiently educating farmers in effective agricultural practices is critical in resource-limited developing countries. YouTube, with its broad accessibility and built-in viewership tracking, presents a potential scalable platform for agricultural education. This study assesses how language inclusion policies affect engagement with agricultural YouTube content. We conducted a case study using a video campaign to address post-harvest loss in Africa, featuring an educational animation translated into 14 Ghanaian, 35 Kenyan, and 16 Nigerian languages. The campaign was distributed through paid YouTube ads. Two inclusion policies were evaluated through computational simulations using real-world data: equal opportunity (i.e., equal spending across languages) and equal outcome (i.e., adjusted spending to equalize viewership across languages). We also estimated viewership under two additional scenarios: using only the official language and using the most cost-effective language for each country. The most cost-effective campaigns coincided with the official language of English in Ghana (8.9 viewers per USD) and Nigeria (3.1 viewers per USD), but not in Kenya, where the most effective language campaign was Kikuyu (16.2 viewers/USD). Overall, the equal spending policy reduced viewership by 43%, while the equal outcome policy reduced viewership by 66% compared to campaigns in official languages. However, results show country-specific trends. Differences in viewership between inclusion policies were minimal in Ghana and Nigeria. Conversely, in Kenya, the discrepancy in inclusion policy impact was more pronounced, suggesting that in certain regions, more inclusive policies are likely to significantly influence viewership levels. These findings highlight the importance of localized evaluations of inclusion policies in digital agricultural education.
Persistent maternal and child health (MCH) inequities in Kenya, especially in underserved rural and informal urban settings, are driven by fragmented health and social protection (SP) systems that operate in silos, limiting coordinated, people-centred service delivery. Despite global reductions in mortality, Sub-Saharan Africa continues to bear a disproportionate burden, with Kenya reporting high maternal and neonatal death rates. Digital technologies present opportunities to strengthen linkages between health and SP services; however, existing frameworks lack contextual adaptability for integrated implementation in low-resource environments. This study develops a conceptual framework for Digitally Integrated People-Centred Health and Social Protection Information Systems (DIPCH-SPIS) to enhance MCH outcomes in Kenya. Guided by systems thinking, design thinking, and socio-technical perspectives, a convergent mixed-methods design was employed, including surveys and 47 interviews with women, community health workers, health professionals, SP officers, and policymakers in Kibera and Kitui. Quantitative data were analyzed descriptively, while qualitative findings underwent thematic analysis (TA) to derive stakeholder-informed design requirements. The study identifies critical contextual, organizational, and technological determinants, including weak interoperability, limited coordination, and socio-economic vulnerabilities, and synthesizes them with WHO's Integrated People-Centred Health Services (IPCHS) principles. The resulting framework emphasizes stakeholder collaboration, coherent information architecture, and effective use of information and communication technologies (ICTs), contributing to UHC, Africa's Agenda 2063, and SDG 3.
Organizational reliance on emerging digital technologies that are transforming the work patterns has left organizations vulnerable to sophisticated cyber threats. Industry reports and incident cases indicate that the rapid pace of digital transformation exacerbates these issues, as organizations' cybersecurity posture must keep pace with the changing organizational and technological landscape. Prior literature suggests that fostering cybersecurity culture (CSC) is foundational for any cybersecurity effort. However, CSC tends to develop slowly and evolutionary, whereas rapid digital transformation (RDT) unfolds quickly and periodically, giving rise to temporal disparity. In this study, we adopt a case study methodology to examine how an Ethiopian bank addressed this temporal disparity and crafted strategies to align CSC with ongoing RDT. We build our analysis on a multilayer temporality model of CSC that draws on and extends Schein's organizational culture model. Our findings highlight the challenges engendered by temporal disparity and underscore the need for strategic organizational actions. The study provides a theoretical basis for fostering CSC amidst RDT and offers practical insights for developing countries, highly regulated sectors, and organizations undergoing RDT.
As governments in developing countries digitize delivery of social cash transfers (SCTs), understanding beneficiaries' experiences is critical for inclusive access. Despite policy-driven efforts, adoption of digital payments in SCT programs (SCTPs) remains limited, and evidence on user experiences is scarce. This study examines beneficiaries' perceptions and preferences regarding payment mechanisms (PMs) in Tanzania's Productive Social Safety Net (PSSN) program, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). Using a mixed-methods design, survey data from 385 respondents were analyzed using descriptive statistics (mode and percentage distributions) and the Kruskal-Wallis test was used to examine whether perceptions differed significantly across PMs. In addition, focus group discussions (FGDs) were used to complement the quantitative analysis. Perceptions were assessed across five dimensions: accessibility, convenience, transactional privacy, safety, and time efficiency. The Kruskal-Wallis results indicate statistically significant variation in beneficiaries' perceptions across all PMs for all perception attributes. Mobile payments were perceived most favorably (mode 4; 76.1%), bank transfers received moderate ratings (mode 4; 66.3%), and physical cash scored lowest (mode 3; 56.7%). Despite lower perception scores, physical cash remained the most preferred method, especially among older beneficiaries. By providing context-specific evidence from a policy-mandated digitalization setting, the study informs the design of inclusive, user-centered payment systems and targeted digital literacy interventions.
Traditional facilities management (FM) systems remain dominant in Africa, despite the increasing demand for more efficient and responsive approaches driven by urbanization and sustainability concerns. This study examines the opportunities and challenges of adopting Smart Facilities Management (SFM) in Ghana, employing a mixed-methods approach. Quantitative data were collected from 240 valid survey responses, while qualitative insights were gathered through semi-structured interviews with seven senior facility managers. The findings reveal that while 97.7% of respondents indicated the inclusion of FM in their organizational budgets, adoption of smart technologies remains generally low. Only 36% of respondents reported using digital tools, such as maintenance tracking systems, with other technologies, including blockchain (2.3%) and digital twins (3.5%) being relatively rare. Limited infrastructure, high implementation costs, and internal resistance emerged as major barriers. The qualitative data further supported these findings, highlighting bureaucratic delays, lack of technical expertise, and a weak policy framework. However, participants highlighted significant benefits of SFM, including improved maintenance efficiency, enhanced user satisfaction, and alignment with sustainability goals. The study recommends targeted investments in digital infrastructure and technical training for professionals in the FM space. As one of the first empirical studies on SFM adoption in Ghana, this research contributes to the limited literature on smart infrastructure in developing economies and provides practical guidance for policymakers, educators, and FM professionals who are interested in digital transformation.
Public Higher Education Institutions (HEIs), especially in resource-constrained environments, face pressure to modernize IT systems while managing limited budgets and legacy infrastructure. This study explores how enterprise architecture (EA) is applied by ICT leaders in Tanzanian public universities to manage technical debt (TD) under institutional and policy constraints. It provides empirical evidence from low-resource institutions. It draws on qualitative insights gathered through semi-structured interviews with ICT managers, system administrators, and academic IT leads in four Tanzanian public universities. A literature review on EA and TD management supported the analysis. Findings reveal that participants view EA as a promising governance tool for mitigating TD by aligning fragmented ICT investments, improving accountability, and reducing duplication in Tanzanian HEIs. The analysis revealed barriers that HEIs face in realizing EA for effective TD management: resistance to change, insufficient technical resources, limited expertise, and difficulty quantifying Return On Investment (ROI). Nonetheless, it was identified that EA could enhance IT governance, agility, and alignment with institutional strategy. For institutional managers, EA provides a structured mechanism to streamline IT governance, optimize digital infrastructure, and align technology investments with long-term strategic plans. This offers a critical pathway for education leaders facing budgetary constraints and digital transformation demands. The study offers empirically grounded insights into how EA is operationalized within public universities in Tanzania, contributing to the discourse on digital governance and institutional reform in the Global South. The insights are relevant for policymakers aiming to strengthen IT governance and institutional resilience in constrained education systems.
E-governance is widely recognized as a tool for enhancing transparency, efficiency, and accountability in public service. This study examines the mediation effect of Governance Structure (GS) on the relationship between e-governance (EGOV) and Governance Performance (GP) in Malawi's local governments. DeLone and McLean IS Success Model (ISSM) using Information Quality (IQ), Service Quality (SQ), and System Quality (SYQ) is applied. Data from 266 respondents under the ministry of Local Government Assemblies (LGAs) and related agencies was collected and analyzed quantitatively using Structural Equation Modeling (SEM) in SmartPLS-SEM (version 4.1.0.3). Measurement validity and reliability were established (e.g., AVE > 0.50; alpha > 0.70). The results of this study indicate that IQ, SQ, and SYQ each positively influence GS; GS, in turn, strongly predicts GP. Only IQ exhibits a significant direct effect on GP. Mediation tests confirm significant indirect effects from IQ, SQ, and SYQ to GP via GS (t = 4.782; 3.744; 2.440, respectively). These findings advance ISSM by identifying GS as a novel mediator of EGOV within a socio-technical perspective. It is also empirically proven that social factors are as important as technical factors for the success of any information system. Policy implications include budgetary and investment policies in technology, institutionalizing cross-departmental coordination, capacity building and change management to translate digital systems into tangible governance gains. The study is unique in Least Developed Countries (LDCs) and new in the Malawi context offering empirical evidence of a transferable framework for aligning digital reforms with structural setup in resource-constrained economies. This also provides the understanding that technology is not a total substitution for labor but a complement for effective, efficient and inclusive public service delivery.
Technological advancements, economic fluctuations, and shifting market demands have compelled organizations to become more innovative and competitive. In this regard, Small and Medium Enterprises (SMEs) have adopted new business models based on sustainable open innovation, enabling them to compete in sustainable market segments. Technological capability is an intangible resource that drives sustainable open innovation. Despite their importance, technological capabilities remain unrecognized in the current stream of research. Little is known about the technological capabilities that enable SMEs to achieve sustainable open innovation. To address this gap, this study adopts the resource-based view (RBV) theory and collects data using interviews from 24 Ugandan-based SMEs and four hubs that engage in digital innovations. The data were analyzed qualitatively using a thematic analysis based on the RBV. The study presents nine propositions that relate technological capabilities to sustainable open innovation activities. Moreover, it provides a taxonomy of RBV resources, sustainable open innovation activities, and the technological capabilities that enable them. Our study contributes to research on technological capabilities as an emerging domain for potential contributions to sustainable open innovation, arguing for future work on testing the propositions in the context of SMEs' performance.
This PRISMA-guided systematic review examines how Artificial Intelligence (AI) supports the development of student autonomy in school-based English as a Foreign Language (EFL) learning across the Global South. Drawing on 22 peer-reviewed empirical studies (2020-2024), the synthesis highlights both the promise and the constraints of AI integration in diverse, resource-variable contexts. Three core mechanisms emerged: (1) AI-enhanced personalized learning and feedback, enabling learners to progress at self-determined paces across speaking, reading, writing, listening, and vocabulary learning; (2) opportunities for self-directed learning through intelligent tutoring systems, fostering greater ownership over learning trajectories; and (3) cultural and contextual adaptation, whereby locally responsive AI tools improve engagement and relevance. These mechanisms are shaped by critical contextual moderators, including infrastructure limitations, disparities in device access, and varying levels of teacher preparedness. Emotional and pedagogical implications further underscore the need for reflective, ethical integration. Overall, the review concludes that AI has significant potential to empower student autonomy in EFL education within the Global South, provided its use is context-sensitive, equity-driven, and supported by targeted teacher training and adaptive policy frameworks.
