E-Teaching in Higher Education: An Analysis of Teachers' Challenges Facing E-Learning in Mozambique

Higher Education in Mozambique has more than 50 educational institutions, about 230.000 students, and 14.000 teachers, and there is an attempt to implement e-Teaching emerging since 2020 particularly in higher education; considering that the Mozambican population presents basic problems, namely low digital literacy and socioeconomic problems, meanwhile, many institutions are migrating from conventional to virtual classrooms without proper preparation; for some teachers, teaching through the Internet is new and, therefore, the learning outcome is not unsatisfactory, raising several questions such as: a) do these teachers understand the e-Teaching model? Are these teachers in higher education institutions in Mozambique prepared for these profound transformations? Are their competences sufficient to teach effectively in the online model? At this level, teachers seek to promote active, reflective and critical learning and discussions about course content. These practices require ICT skills, e-pedagogy, didactics, communication resources and experience. As some of these elements are essential for effective training, what challenges do teachers face in order to such difficulties? this article aims to explore the main challenges that teachers face daily in the process of teaching didactic content online, through a case study of higher education teachers in Mozambique; in terms of methodology a quantitative approach was used, where a survey was made through a questionnaire in 15 Higher Education Institutions between public and private, to a total of 164 teachers; The results show that some teachers have e-Teaching skills, with the majority using Zoom (71%), followed by Google Meet (68%) for video conferencing, WhatsApp (64%) to communicate respectively and Moodle (86%), Google Classroom (83%) to manage and provide online content.