Editorial Note

Promoting digital culture in African universitiesDigital culture in African higher education represents a multidimensional phenomenon that simultaneously reconfigures pedagogical practices, governance structures, and human agency.It is not merely about the introduction of technology, but about the transformation of epistemic frameworks, social relations, and institutional logics within universities.Research shows that digital culture has altered teaching and learning dynamics, challenged traditional hierarchies of knowledge, and provided opportunities for inclusion, while at the same time exacerbating inequalities in access, participation, and epistemic recognition (Aagaard & Lund, 2019;Bolaji, 2023;Woldegiorgis, 2025).At the governance level, digital culture mediates leadership, funding, and institutional planning, compelling universities to rethink management practices in light of digital disruption (Nweke, 2025).Beyond structures, digital culture profoundly reshapes human agency, influencing students' and academics' sense of identity, belonging, and empowerment, with implications spanning philosophy, psychology, and sociology.Thus, digital culture emerges as both a site of promise and a locus of contestation, reflecting the broader struggles for equity, justice, and epistemic freedom in African higher education.Building on these insights, the contributions to this Special Issue provide empirical and conceptual grounding for understanding how digital culture manifests across African higher education contexts.The nine papers, authored by scholars from diverse institutional and national settings, demonstrate the breadth of digital culture's impact while highlighting its