Critical digital pedagogy for contemporary transformative practices in the Global South: a literature review

Abstract

This paper explores the integration of Critical Digital Pedagogy (CDP) in higher education, with a focus on its applicability and challenges within the Global South context. Beginning with an overview of Critical Pedagogy’s foundational principles, it establishes the key aspects of CDP. The paper then examines pedagogical strategies for digital engagement, emphasising the need for not only culturally relevant but as well as inclusive approaches. It highlights the potential of digital technologies to ensure democracy in education and promote social justice whilst critically analysing the persistent digital divide. Moreover, the important role of digital literacy in empowering learners is addressed in addition to the ethical considerations in digital pedagogy. Challenges such as institutional inertia and privacy concerns are recognised inter alia, resulting in recommendations for bridging the digital divide, enhancing digital literacy, ensuring cultural relevance and inclusivity, and safeguarding data privacy and security. Essentially, the paper highlights the potential of CDP in ensuring equitable and impactful learning environments, supporting for its careful implementation in higher education institutions across the Global South. IMPACT STATEMENT As digital learning becomes increasingly important, it is crucial to ensure that it is accessible, ethical, and effective for students worldwide. This paper explores Critical Digital Pedagogy (CDP), an approach that challenges traditional teaching methods and promotes inclusive, student-centered learning using digital tools. Focusing on the Global South, we examine how factors such as limited infrastructure, cultural diversity, and ethical concerns shape the adoption of CDP in higher education. The study highlights challenges such as the digital divide, data privacy risks, and resource constraints, while also offering practical solutions such as open-access technologies and collaborative learning strategies. By addressing these issues, this paper provides important insights for educators, policymakers, and institutions striving to create more equitable and effective digital learning environments.