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This study focuses on the uses of digital technology during teaching and learning. The preparedness, adoption, and use of virtual learning are inquired. Technology cannot enhance learning unless adopted, embraced, and effectively used. Three hundred and one (301) online questionnaires were administered to Higher and Tertiary institutions (HTEIs) students. The data were analyzed using the Structural Equation Model (SEM). Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI) were confirmed to be positive predictors of the Behavioural Intention (BI) to use technology. Facilitating Conditions (FC) is a non-significant construct to BI to use technology. Thus, irrespective of the availability of Information Communication Technologies (ICT) infrastructure and support needed to use virtual learning, students are forced to use virtual technology due to COVID-19. Pandemics such as COVID-19 force students and lecturers to use virtual learning irrespective of factors surrounding them. Pandemics are an anchor for the full embracement of virtual learning. Pandemic ‘like’ elements applied in the education system foster education. Google Classroom and its features prove to improve the teaching and learning processes. Chatbots and contextualized virtual Educational Humanoid robots enhance learning through interactivity. Pandemics need to be tested if they are a perfect fit as a new Unified Theory of Acceptance and Use of Technology (UTAUT) model construct. In addition, a model for effective blended learning during and post COVID-19 must be developed.

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COVID-19 and future pandemics drastically change the way of life globally. Research has predominantly focused on the use and integration of disruptive technologies in industry and commerce. Little of the recent studies focused on the implementation of artificial intelligence and blockchain technologies in educational applications. The chapter focuses on how these can be implemented, from development, deployment, use, and maintenance of applications. A computer program's lifespan is usually spent during its use. The qualitative case study was administered using a digital learning platform that provides interactive learning for primary and secondary learners. The disruptive technologies inform new teaching methodologies and the development of student-centered algorithms for learning. Further research includes privacy issues in the implementation of disruptive technologies and data-sharing governance issues and evaluating the effectiveness of artificial intelligence and blockchain-based learning platforms.

AbstracteHealth systems have been created in most developing countries to facilitate the functioning of healthcare operations and as such various healthcare applications are existing as fragmented silo systems. Such autonomous standalone systems do not communicate through a network thereby making it a challenge to share healthcare data. Therefore, to re‐engineer health information systems (HISs) to develop interoperable adaptive enterprise architecture (EA) systems for healthcare, the study aimed to discover and capture healthcare interoperability functional imperatives through understanding the expectations of healthcare practitioners and patients on post‐development of an interoperable HIS. Therefore, the study's aim was to determine the HISs interoperability perceived functional expectations by both patients and practitioners in fulfilling their healthcare receipt and provision needs in an integrated healthcare environment, respectively. The Open Group Architecture Framework (TOGAF) was used as the main study framework to guide the classification of the expectations from the HIS by patients and practitioners deriving the needs from the four domains which are, business architecture (BA), application architecture (AA), data architecture (DA), and technical architecture. The study used interviews and questionnaire surveys to collect qualitative and quantitative data respectively. The study used purposive sampling to select interview participants. A total of 19 interviews were conducted with healthcare practitioners. Questionnaires were collected from 71 healthcare practitioners and 143 patients and analyzed quantitatively respectively to understand the most significant needs anticipated in an interoperable HIS. The research targeted age groups of at least 20 years and above. The study discovered that patients and practitioners expect the interoperable healthcare environment to support the acquisition of disease knowledge through healthcare surveillance synergies; create healthcare awareness through coordinated digital interactions; augmentation of healthcare intelligence for patient‐care through the healthcare knowledgebase; allow treatment collaboration by various healthcare practitioners in the healthcare ecosystem and mostly achieving a guaranteed healthcare system security and assurance environment.

The focus of this paper is to analyse the utilisation of information communication technology (ICT) among small and medium enterprises (SMEs) in Zimbabwe, as one of the major factors contributing to their limited growth. The data was collected using interviews, questionnaires and observations. The findings revealed that most SMEs have and are still increasingly acquiring state of the art information communication technologies but are not fully utilising the technology which has a negative impact on profit margins, market share and overall business effectiveness. The research paper recommends intensive training programs and workshops for SME owners on effective utilisation of ICT for them to experience business growth and success. The findings avail valuable information to both the Zimbabwean SME community and the entire business community in the country in terms of development of economy and creation of employment opportunities.

This chapter assesses the innovations and challenges of web-based learning for adolescents. The technology acceptance model (TAM) was used to establish the determinants for the challenges and innovations of web-based learning for adolescents. Challenges coined include virtual engagement, adaptability, motivation, technical issues, time management, learning styles, destructions, communication skills, and the digital divide. Web-based learning is an emerging and innovative approach to teaching and learning that meets the evolving needs of adolescent learning. Adolescents should embrace the transformation from traditional brick-and-mortar classroom practices to a web-based environment. Stakeholders must continuously overcome the challenges of web-based learning. Future research can concentrate on developing well-defined web-based course content that supports the holistic learning needs of adolescents and the development of a web-based learning model for adolescents.