8. Digital limits and teaching potentials
This chapter examines pedagogical practices in teacher education in Madagascar under conditions characterised by unstable electricity, costly internet access, and limited availability of digital devices. Drawing on theories of Bildung (education and formation), literacy studies, and sociomaterial approaches, it analyses how teacher educators navigate conditions of digital scarcity through flexible, low-tech teaching strategies. The study is based on semi-structured interviews with teacher educators at SFM in Fandriana, Madagascar, and focuses particularly on how teaching, assessment, and inclusion are organised in environments where digital infrastructure is unstable or absent. The findings show that teacher educators employ a range of pragmatic solutions, such as blackboard-based instruction, group sharing of mobile phones, and parallel teaching plans, to ensure continuity and participation. At the same time, the study highlights how limited digital access affects assessment practices, learning outcomes, and students’ opportunities to develop digital competence. The chapter argues that pedagogical quality in resource-constrained contexts depends largely on professional judgement, relational work, and didactic adaptation rather than on technology alone.
Publisert i 2026
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