Abstract
Digitalisation has become a priority in the tertiary education environment to enable institutions to share, collaborate, and innovate, allowing students to learn anytime and anywhere. However, there is a dearth of studies that discuss digital transformation activities and the readiness of universities in Africa to integrate digital technologies to enable multiple pathways to educational resources and make tertiary education more resilient to pandemic disruptions. This chapter explores the theoretical and epistemological literature on digitalisation, and the affordances of information and communications technologies to enable inclusivity and ubiquitous access to tertiary education. Evidently, overcoming deficiencies such as limited digital infrastructure, technological knowledge, and competencies would eradicate any tension between the brick-and-mortar classrooms and the use of ICTs in existing pedagogies in higher education. Finally, overcoming any tension between academic staff, infrastructure, and skills has the potential to revolutionise access to, and availability of, educational resources in multimodal forms using multimedia and interactive tools to support inclusive and transformative education experiences. Arguably, it can be preliminarily concluded that there is limited use of ICTs in higher education in Africa.