Digital Learning Resilience and Financial Access among Aquaculture Learners in Climate-Affected Communities in Southwest Nigeria
Keywords:
Digital Resilience, Financial Inclusion, Aquaculture Learners, Climate Change, Open and Distance LearningAbstract
This study explores the intersection of financial inclusion and digital learning resilience among aquaculture learners engaged in Open and Distance Learning (ODL) in climate-vulnerable communities of south-west Nigeria. Employing a mixed-methods design, the research examines how access to formal and informal financial resources affects learners' ability to sustain educational participation amidst climate-induced livelihood disruptions. Drawing on data from 400 aquaculture students across four districts, the study reveals that financial access alone does not significantly predict resilience. Instead, educational attainment emerged as the most consistent factor influencing learners' capacity to continue digital learning during climate shocks. The findings further underscore gender disparities in formal credit access, with women being disproportionately excluded. The study recommends embedding financial literacy, credit education, and climate adaptation training within ODL learner support services. This paper contributes to ongoing discourse on innovations in ODL, digital inclusion, and education sustainability in climate-affected regions, aligning with the theme of advancing flexible, inclusive, and resilient higher education systems in Africa.
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