Between Potential and Challenges: Virtual Learning Environments and the Quality of Higher Education in ISFIC, Mozambique (2021-2023)
Keywords:
Virtual Learning Environments; Teaching Quality; Mozambican Higher Education; Student Engagement; Pedagogical Innovation.Abstract
This article analyzes the opportunities and limitations of Virtual Learning Environments (VLE) in Mozambican higher education, focusing on the experience at the Instituto Superior de Formação, Investigação e Ciência (ISFIC) between 2021 and 2023. Using a mixed-methods approach that combines questionnaires and document analysis, the study investigated how technological infrastructure, pedagogical practices, teacher training, and levels of interaction influence the quality of online teaching. The results reveal that, despite the potential of VLE to expand access and make teaching more flexible, several obstacles compromise their effectiveness: technical precariousness, uninnovative methodologies, resistance to change, and limited communication. These factors directly affect student engagement and the effectiveness of teaching practices. The study concludes that transforming VLEs into truly meaningful learning environments requires a systemic approach, with investments in infrastructure, continuing education, participatory methodologies, and robust institutional policies.
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References
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