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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Ilmiah Pendas : Primary Education Journal The Nexus Journal of Education, Management, and Entrepreneurship
Marolahy Jacquot Urbain
Universitas Diponegoro
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Barriers to Effective Digital Learning Implementation in Madagascar Marolahy Jacquot Urbain; Paolo Emilio Raholinarivo Solonavalona; Ratianarimamy Niriko Elysa; Marolahy Todisoa Julio Herman
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.7

Abstract

This study aims to examine the key barriers to the effective implementation of digital learning in Madagascar by identifying the structural, institutional, pedagogical, and socio-economic factors that shape digital education practices within a low-income, capacity-constrained education system. The study adopts a qualitative descriptive research design using an interpretive approach. Data are drawn from peer-reviewed academic literature, empirical studies on digital learning and higher education in Madagascar, and comparative evidence from developing and post-crisis education contexts. The analysis applies a thematic analytical technique, involving systematic coding, categorization, and synthesis of recurring patterns related to infrastructure, governance, teacher capacity, access inequality, and technology adoption mechanisms. The findings reveal that the implementation of digital learning in Madagascar is constrained by interconnected barriers, including inadequate digital and physical infrastructure, limited institutional and governance capacity, insufficient teacher digital competence, and persistent socio-economic inequality that affects access and participation. Advanced technologies such as artificial intelligence offer potential benefits, yet their effectiveness remains limited by unresolved foundational conditions, and their adoption could exacerbate existing disparities if implemented prematurely. This study contributes original value by providing a context-sensitive and integrative analysis of digital learning barriers in Madagascar, moving beyond technology-centered explanations. By linking digital transformation theory with empirical evidence from a structurally constrained education system, the study offers practical insights for policy design and institutional reform. It enriches the literature on the implementation of digital education in low-income and developing contexts.
PRIMARY SCHOOL EDUCATION IN MADAGASCAR UNDER CONDITIONS OF POVERTY AND RURAL INEQUALITY Soameva Léa; Koto Bernard; Marolahy Jacquot Urbain
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/p9y3xb34

Abstract

This study aims to examine primary school education in Madagascar under conditions of poverty and rural inequality, with particular attention to how structural deprivation shapes educational access, learning readiness, and school quality at the primary level. The research explores the interconnected roles of household economic conditions, school infrastructure, teacher capacity, community engagement, and institutional management in shaping educational experiences in rural settings. Qualitative research design was employed to capture the perspectives and lived experiences of key educational stakeholders. Data were collected in the Atsimo Andrefana Region of Madagascar, specifically within the CISCO of Toliara II, Sakaraha, and Morombe, areas characterized by limited resources and predominantly rural populations. Primary data consisted of semi-structured interviews with 35 key informants, focus group discussions, and document analysis involving teachers, school principals, parents, community members, and local education officials. The findings reveal that poverty-related challenges, including malnutrition, livelihood insecurity, inadequate school infrastructure, and uneven professional support for teachers, significantly undermine learning readiness and instructional quality. Educational inequality is further reinforced by weak school management capacity and limited access to technological and administrative resources. Community involvement and culturally responsive teaching practices were found to partially mitigate these constraints by enhancing student engagement and school resilience. The study concludes that improving primary education in rural Madagascar requires integrated and context-sensitive strategies linking education policy with social protection, targeted investment in rural schools, continuous teacher professional development, and strengthened community–school partnerships to promote more equitable educational outcomes.
Community Involvement and ITS Impact On School Success In Madagascar Ralaivao Hanginiaina Emynorane; Marolahy Jacquot Urbain; Rabibisoa Giovanni; Hangivola Emyblonde Ratna; Soameva Léa
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 1 (2026): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i1.345

Abstract

This study aims to examine how community involvement influences school success in Sakaraha, a semi-urban district in the Atsimo-Andrefana region of Madagascar, where educational progress is often hindered by limited resources and social inequality. It sought to understand how local actors participate in school activities, the barriers they encounter, and the effects of their engagement on educational outcomes. A qualitative approach was employed, using semi-structured interviews, focus group discussions, and document analysis to collect data from 25 participants, including school principals, teachers, parents, community leaders, and education officers selected through purposive sampling. Thematic analysis was applied to identify key patterns and perspectives regarding community participation and its impact on school performance. The findings indicate that communities in Sakaraha contribute actively through practical actions such as maintaining school facilities, organizing local initiatives, and supporting student discipline; however, their participation remains limited in decision-making and long-term educational planning. Socioeconomic constraints, particularly poverty, low literacy levels, and weak communication between schools and families, continue to limit sustained collaboration. Despite these challenges, community participation was found to enhance student motivation, attendance, and the overall school environment, demonstrating its significance as a key driver of educational improvement. Strengthening participatory mechanisms and equipping communities with leadership and communication skills could transform this involvement into a more strategic and sustainable force for school development. The study highlights the need for stronger collaboration among the Ministry of National Education, local authorities, and non-governmental organizations (NGOs) to promote inclusive governance and shared responsibility in education. Enhancing community-school partnerships in Sakaraha and similar regions may contribute to a more equitable, resilient, and effective education system that supports long-term student success and community development.
Co-Authors Hangivola Emyblonde Ratna Koto Bernard Marolahy Todisoa Julio Herman Paolo Emilio Raholinarivo Solonavalona Rabibisoa Giovanni Ralaivao Hanginiaina Emynorane Ratianarimamy Niriko Elysa Soameva Léa Soameva Léa