Abstract
INTRODUCTION: Adoption of digital technologies in midwifery education has been slow. Many barriers challenge implementing digital learning technologies in Africa, limiting access, disrupting learning activities and hindering full engagement and adoption of digital tools. METHODS: A scoping review of original research publications from Africa was performed to explore stakeholder perspectives regarding the adoption and effectiveness of digital learning within midwifery education. The review aimed to examine and document stakeholder experiences, perceptions, attitudes, and challenges in existing literature, providing insights crucial to informing future strategies and policy decisions. Data from each study were collected using a custom-designed extraction form tailored specifically for this review. RESULTS: After searching nine databases, 233 original manuscripts were located. Specific inclusion and exclusion criteria were applied, and nine studies remained for analysis. Content analysis was used to identify three main themes: (1) perceived benefits of digital learning, (2) facilitating factors, and (3) technical and technological challenges, which identified the experiences, perceptions, attitudes, and challenges of stakeholders who have been exposed to using digital technology in midwifery education in Africa. CONCLUSION: There is a growing interest in integrating digital learning into midwifery education in Africa; however, this comes with contextual challenges such as limited infrastructure, access, and low digital literacy. Addressing these through targeted investment, comprehensive training, and other localized strategies is key to successfully implementing and scaling up digital education in preservice midwifery education on the continent. Findings can help guide effective program design and policy development.