Explaining how historically marginalized students in an elite private university in Nigeria gained epistemological access and succeeded through the affordances of educational technologies

Abstract

This study examined the journey of historically marginalized students in gaining epistemological access and achieving success within the  context of an elite private university in Nigeria. Through the lens of Morphogenetic and Affordance Theories, the research delves into  how educational technologies provided opportunities and support for these students. However, this study showcases how the affordance  of educational technologies, including digital learning platforms, online resources, and communication tools, has empowered  marginalized students to overcome obstacles and thrive academically. By adopting a morphogenetic approach perspective,  the research elucidates the dynamic interplay between technological affordances, social structures, and individual agency in shaping the  educational experiences and achievements of historically marginalized students. Through a critical realist case study, the study highlights  the transformative potential of educational technologies in promoting equity, inclusivity, and academic success within higher  education institutions. The findings contribute to a deeper understanding of the complex interactions between technology, education,  and social justice, offering insights for policymakers, educators, and practitioners striving to create more inclusive and equitable learning  environments. The study concludes that educating marginalized students helps build the capacity to leverage advantage from digital  resources and information in safe, secure, and sustainable ways. This study recommended that constant interaction between students- students, and students-teachers should be maintained.