OVERVIEW

The digitization of technology has changed the way of human interaction in the 21st century. From accessing information, communication, and behaviour, to almost every aspect of human endeavours has digital-technology imprints. Higher education has not been immuned from the digital technology revolution. Globally, the digital-technology era has started to transform higher education practices, processes and systems. Consequently, the impact of the digital-technology era is evident in teaching and learning practices as well as in education administration. As a consequent too, it is rapidly becoming one of the most essential and widely practiced and simultaneously discussed phenomena in contemporary education policy in developing African countries (Accilar, 2011). The fledgling digital-technological revolution in the higher education sectors shows some promise. One of which is by providing developing African countries with unique opportunities to reinvent themselves and but keenly overcome the digital related challenges that currently confront many of these countries.