Cross-Country Differences in E-Learning Experiences: Insights from the Google–IYF Programme in Kenya, Nigeria, and South Africa

Purpose: This article evaluates learner experiences in soft skills e-learning programmes delivered through a partnership between Google and the International Youth Foundation (IYF). Implementation took place in South Africa via Infomage Rims Group and in Kenya and Nigeria through additional partners. The study examines whether learner perceptions of participation, use of technology, language accessibility, time investment, past learning experiences, and geographical location differed significantly across the three countries, with the aim of informing the design of more inclusive, data-driven digital education strategies in African contexts. Materials and Methods: A quantitative research design was employed, using secondary data derived from Likert scale surveys distributed by IYF and Infomage to learners across three countries. The data was statistically analyzed to explore relationships between several independent variable participation, technological tools, language accessibility, time invested, geographic location, and past learning experiences and the dependent variable, academic performance. These analyses formed the basis for a conceptual framework to guide future e-learning development. Findings: Results indicate that most constructs did not differ significantly across countries. Notable exceptions included participation impact (2021), where Kenyan learners reported higher benefits than Nigerian learners, and past learning experiences (2023), where South African learners scored higher than Kenyan learners. These findings suggest that learner experiences in the Google–IYF programme were broadly consistent across contexts, with only isolated differences emerging. Unique Contribution to Theory, Practice and Policy: The study contributes to the theoretical understanding of e-learning in African contexts by demonstrating the relative consistency of learner experiences across diverse settings. For practitioners, it highlights the importance of monitoring learner perceptions to identify specific areas requiring adaptation, such as learner preparedness and programme contextualization. For policymakers, the findings reinforce the need for digital infrastructure investment and culturally responsive design to ensure equitable access and engagement.