Advocating for Use of Instructional Design and Technology (IDT) As a Contribution to Curriculum Decolonization and Expansion of Access to Higher Education in Africa

The purpose of this paper is to propose an approach to the application of IDT theory and practice to history pedagogies suitable for face-to-face (F2F) and non-F2-F teaching/learning interactions, including teaching by inquiry, cooperative learning, lecture-discussion, and reflection. The paper also proposes systemic innovations that must be made to sustain IDT in Africa’s institutions of higher learning.