The Challenges of Massification in Higher Education in Developing Countries

Kossi Tepe; Yann Verchier; Kokou Yetongnon

doi:doi:10.11648/j.ijsts.20251302.14

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The Challenges of Massification in Higher Education in Developing Countries

Kossi Tepe^*

, Yann Verchier

, Kokou Yetongnon

Published in International Journal of Science, Technology and Society (Volume 13, Issue 2)

Received: 5 March 2025 Accepted: 26 March 2025 Published: 17 April 2025

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Abstract

Higher education institutions in developing countries, especially in Africa, face numerous challenges related to the massification of classes due to rapid growth in student enrollment in public universities. This expansion has been encouraged by public authorities, with the support of organizations like the United Nations and UNESCO, to ensure that countries can train qualified professionals and meet their socio-economic needs. However, the increase in student numbers in large classes (with some courses having over 3,000 students) raises significant concerns regarding the quality of education and equity. Issues include resource availability, content reproducibility, study conditions, and access to digital solutions. Providing this type of education requires specialized training conditions and infrastructure, which is often lacking in developing countries. This paper presents the findings of a survey conducted at the University of Lomé, which included 1,800 students and 106 teachers, all of whom experience the challenges associated with large class sizes. The student demographic primarily consists of first-year bachelor’s program entrants. The main objective of the survey is to gather insights and opinions from participants on suitable solutions the University of Lomé can implement to address the challenges of massification when enrollment exceeds 3,000 or 4,000 students. Additionally, the study aims to consider the perspectives of stakeholders in higher education to propose an ICT-based solution for managing large groups effectively. The findings of this research can also be applied to other African universities facing similar challenges and may pave the way for solutions akin to intelligent classrooms for face-to-face courses.

Published in	International Journal of Science, Technology and Society (Volume 13, Issue 2)
DOI	10.11648/j.ijsts.20251302.14
Page(s)	61-72
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Massification, Large Classes, Smart Classroom, Face-to Face Courses, ICT-based Solutions

References

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[13]	Haipinge E., Kadhila N., Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa, Journal of Learning for Development, (March 2021), Vol. 8, No. 1, pp. 204-220, ISSN: 2311-1550.
[14]	Erstad, Ola, Susanne Kjällander, and Sanna Järvelä. "Facing the challenges of ‘digital competence’ a Nordic agenda for curriculum development for the 21st century." Nordic Journal of Digital Literacy 16.2 (2021): 77-87. https://doi.org/10.18261/issn.1891-943x-2021-02-04
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APA Style

Tepe, K., Verchier, Y., Yetongnon, K. (2025). The Challenges of Massification in Higher Education in Developing Countries. International Journal of Science, Technology and Society, 13(2), 61-72. https://doi.org/10.11648/j.ijsts.20251302.14

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ACS Style

Tepe, K.; Verchier, Y.; Yetongnon, K. The Challenges of Massification in Higher Education in Developing Countries. Int. J. Sci. Technol. Soc. 2025, 13(2), 61-72. doi: 10.11648/j.ijsts.20251302.14

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AMA Style

Tepe K, Verchier Y, Yetongnon K. The Challenges of Massification in Higher Education in Developing Countries. Int J Sci Technol Soc. 2025;13(2):61-72. doi: 10.11648/j.ijsts.20251302.14

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@article{10.11648/j.ijsts.20251302.14,
  author = {Kossi Tepe and Yann Verchier and Kokou Yetongnon},
  title = {The Challenges of Massification in Higher Education in Developing Countries
},
  journal = {International Journal of Science, Technology and Society},
  volume = {13},
  number = {2},
  pages = {61-72},
  doi = {10.11648/j.ijsts.20251302.14},
  url = {https://doi.org/10.11648/j.ijsts.20251302.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20251302.14},
  abstract = {Higher education institutions in developing countries, especially in Africa, face numerous challenges related to the massification of classes due to rapid growth in student enrollment in public universities. This expansion has been encouraged by public authorities, with the support of organizations like the United Nations and UNESCO, to ensure that countries can train qualified professionals and meet their socio-economic needs. However, the increase in student numbers in large classes (with some courses having over 3,000 students) raises significant concerns regarding the quality of education and equity. Issues include resource availability, content reproducibility, study conditions, and access to digital solutions. Providing this type of education requires specialized training conditions and infrastructure, which is often lacking in developing countries. This paper presents the findings of a survey conducted at the University of Lomé, which included 1,800 students and 106 teachers, all of whom experience the challenges associated with large class sizes. The student demographic primarily consists of first-year bachelor’s program entrants. The main objective of the survey is to gather insights and opinions from participants on suitable solutions the University of Lomé can implement to address the challenges of massification when enrollment exceeds 3,000 or 4,000 students. Additionally, the study aims to consider the perspectives of stakeholders in higher education to propose an ICT-based solution for managing large groups effectively. The findings of this research can also be applied to other African universities facing similar challenges and may pave the way for solutions akin to intelligent classrooms for face-to-face courses.
},
 year = {2025}
}

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TY  - JOUR
T1  - The Challenges of Massification in Higher Education in Developing Countries

AU  - Kossi Tepe
AU  - Yann Verchier
AU  - Kokou Yetongnon
Y1  - 2025/04/17
PY  - 2025
N1  - https://doi.org/10.11648/j.ijsts.20251302.14
DO  - 10.11648/j.ijsts.20251302.14
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 61
EP  - 72
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20251302.14
AB  - Higher education institutions in developing countries, especially in Africa, face numerous challenges related to the massification of classes due to rapid growth in student enrollment in public universities. This expansion has been encouraged by public authorities, with the support of organizations like the United Nations and UNESCO, to ensure that countries can train qualified professionals and meet their socio-economic needs. However, the increase in student numbers in large classes (with some courses having over 3,000 students) raises significant concerns regarding the quality of education and equity. Issues include resource availability, content reproducibility, study conditions, and access to digital solutions. Providing this type of education requires specialized training conditions and infrastructure, which is often lacking in developing countries. This paper presents the findings of a survey conducted at the University of Lomé, which included 1,800 students and 106 teachers, all of whom experience the challenges associated with large class sizes. The student demographic primarily consists of first-year bachelor’s program entrants. The main objective of the survey is to gather insights and opinions from participants on suitable solutions the University of Lomé can implement to address the challenges of massification when enrollment exceeds 3,000 or 4,000 students. Additionally, the study aims to consider the perspectives of stakeholders in higher education to propose an ICT-based solution for managing large groups effectively. The findings of this research can also be applied to other African universities facing similar challenges and may pave the way for solutions akin to intelligent classrooms for face-to-face courses.

VL  - 13
IS  - 2
ER  -

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Author Information

Kossi Tepe

Computer Science Department of Engineers School and Faculty of Science, University of Lome, Lome, Togo

Contact Email

http://orcid.org/0009-0003-8928-3157
Yann Verchier

INSYTE (Interdisciplinary Research on Society-Technology-Environment Interactions), University of Technology of Troyes, Troyes, France

Contact Email

http://orcid.org/0009-0004-1332-5303
Kokou Yetongnon

Laboratoire Connaissances et Intelligence Distribuées (CIAD), University of Bourgogne, Dijon, France

Contact Email

http://orcid.org/0000-0002-6949-1050

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APA Style

Tepe, K., Verchier, Y., Yetongnon, K. (2025). The Challenges of Massification in Higher Education in Developing Countries. International Journal of Science, Technology and Society, 13(2), 61-72. https://doi.org/10.11648/j.ijsts.20251302.14

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ACS Style

Tepe, K.; Verchier, Y.; Yetongnon, K. The Challenges of Massification in Higher Education in Developing Countries. Int. J. Sci. Technol. Soc. 2025, 13(2), 61-72. doi: 10.11648/j.ijsts.20251302.14

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AMA Style

Tepe K, Verchier Y, Yetongnon K. The Challenges of Massification in Higher Education in Developing Countries. Int J Sci Technol Soc. 2025;13(2):61-72. doi: 10.11648/j.ijsts.20251302.14

Copy | Download

@article{10.11648/j.ijsts.20251302.14,
  author = {Kossi Tepe and Yann Verchier and Kokou Yetongnon},
  title = {The Challenges of Massification in Higher Education in Developing Countries
},
  journal = {International Journal of Science, Technology and Society},
  volume = {13},
  number = {2},
  pages = {61-72},
  doi = {10.11648/j.ijsts.20251302.14},
  url = {https://doi.org/10.11648/j.ijsts.20251302.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20251302.14},
  abstract = {Higher education institutions in developing countries, especially in Africa, face numerous challenges related to the massification of classes due to rapid growth in student enrollment in public universities. This expansion has been encouraged by public authorities, with the support of organizations like the United Nations and UNESCO, to ensure that countries can train qualified professionals and meet their socio-economic needs. However, the increase in student numbers in large classes (with some courses having over 3,000 students) raises significant concerns regarding the quality of education and equity. Issues include resource availability, content reproducibility, study conditions, and access to digital solutions. Providing this type of education requires specialized training conditions and infrastructure, which is often lacking in developing countries. This paper presents the findings of a survey conducted at the University of Lomé, which included 1,800 students and 106 teachers, all of whom experience the challenges associated with large class sizes. The student demographic primarily consists of first-year bachelor’s program entrants. The main objective of the survey is to gather insights and opinions from participants on suitable solutions the University of Lomé can implement to address the challenges of massification when enrollment exceeds 3,000 or 4,000 students. Additionally, the study aims to consider the perspectives of stakeholders in higher education to propose an ICT-based solution for managing large groups effectively. The findings of this research can also be applied to other African universities facing similar challenges and may pave the way for solutions akin to intelligent classrooms for face-to-face courses.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - The Challenges of Massification in Higher Education in Developing Countries

AU  - Kossi Tepe
AU  - Yann Verchier
AU  - Kokou Yetongnon
Y1  - 2025/04/17
PY  - 2025
N1  - https://doi.org/10.11648/j.ijsts.20251302.14
DO  - 10.11648/j.ijsts.20251302.14
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 61
EP  - 72
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20251302.14
AB  - Higher education institutions in developing countries, especially in Africa, face numerous challenges related to the massification of classes due to rapid growth in student enrollment in public universities. This expansion has been encouraged by public authorities, with the support of organizations like the United Nations and UNESCO, to ensure that countries can train qualified professionals and meet their socio-economic needs. However, the increase in student numbers in large classes (with some courses having over 3,000 students) raises significant concerns regarding the quality of education and equity. Issues include resource availability, content reproducibility, study conditions, and access to digital solutions. Providing this type of education requires specialized training conditions and infrastructure, which is often lacking in developing countries. This paper presents the findings of a survey conducted at the University of Lomé, which included 1,800 students and 106 teachers, all of whom experience the challenges associated with large class sizes. The student demographic primarily consists of first-year bachelor’s program entrants. The main objective of the survey is to gather insights and opinions from participants on suitable solutions the University of Lomé can implement to address the challenges of massification when enrollment exceeds 3,000 or 4,000 students. Additionally, the study aims to consider the perspectives of stakeholders in higher education to propose an ICT-based solution for managing large groups effectively. The findings of this research can also be applied to other African universities facing similar challenges and may pave the way for solutions akin to intelligent classrooms for face-to-face courses.

VL  - 13
IS  - 2
ER  -

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