Editorial Note

This issue of the Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice brings together six critical studies that interrogate the complex dynamics of literacy acquisition, pedagogical innovation, and learning poverty within Sub-Saharan African educational contexts.

Collectively, the articles move beyond simplistic narratives about technology or singular pedagogical fixes, offering a nuanced, evidence-based exploration of how diverse instructional strategies, digital tools, and multimodal resources can be effectively harnessed to foster inclusive and meaningful learning.

The issue opens with three empirical investigations into specific pedagogical interventions. First, the study by Amadi and Nnamani on podcast-integrated phonics instruction for second language learners in Nigeria demonstrates the efficacy of dual-coded, multimodal inputs in significantly boosting English reading achievement.

Second, research by Meso challenges broad assumptions about educational inequality, finding no statistically significant gender-based differences in reading acquisition and instead advocating for individualized, skill-based support.

Third, the study by Muodumogu and Asue on the Reciprocal Teaching Strategy reveals its superior impact within a blended learning environment for teaching Government, highlighting the powerful synergy between collaborative pedagogy and flexible digital platforms. These articles underscore the importance of context-specific, evidence-driven approaches that combine sound pedagogical theory with appropriate technological integration.

Building on this foundation, the next two contributions delve into the conceptual and practical dimensions of literacy itself. A critical review of the Wikipedia article by Ngabonziza on new literacies exposes a narrow conflation with digital skills, arguing for a more expansive, multimodal framework that acknowledges sociocultural diversity and the enduring role of print.

Ngabonziza’s theoretical call is complemented by Nnamani and Amadi's study on screen versus print reading among Nigerian undergraduates, which finds no significant comprehension advantage for digital mediums, stressing the need for a balanced, holistic strategy that addresses infrastructural, cognitive, and cultural factors. Together, they argue for a sophisticated understanding of literacy that bridges theoretical clarity with pragmatic, context-aware practice.

Concluding the issue, two final studies broaden the scope of resources considered vital for combating learning poverty. An investigation by Nnamani and Maor into ICT integration in Nigerian primary schools reveals a stark gap between teachers' recognition of a wide array of digital tools' potential and their minimal actual use, pointing to critical systemic deficits in infrastructure and training.

Collectively, the articles in this issue present a compelling case for moving toward integrated, resourceful, and learner-responsive pedagogical models that address the multifaceted crisis of learning poverty from multiple, complementary angles.

Hellen Inyega (PhD)

University of Nairobi, Kenya

Editor