Abstract
The digital transformation of higher education presents both opportunities and challenges for inclusive learning in Africa. This study examines how Open Educational Practices (OEP) and AI-mediated digital tools can foster equitable participation among women and Persons with Disabilities (PWDs) in Ugandan universities. Grounded in the British Academy of Management (BAM) 2024–2028 theme, “Thriving Together: Impact, Innovation, and Inclusion in Business and Management,” the research adopts a convergent mixed-methods design, combining surveys (N = 230), semi-structured interviews with faculty and ICT staff, and focus group discussions across three public universities: Makerere, Kyambogo, and Gulu.Findings indicate that while AI-enabled platforms, mobile learning, and open pedagogies offer significant potential to enhance inclusion, their impact is uneven. Structural barriers, including limited digital infrastructure, fragmented institutional policies, and lack of accessible design, constrain equitable participation. Female students report increased flexibility through asynchronous learning but also experience amplified domestic responsibilities, while PWD learners face persistent challenges due to inaccessible digital platforms. The study proposes an Inclusive Digital Thriving Framework (IDTF) that integrates technological innovation, equity-driven policy, and participatory institutional governance. The framework highlights the need for intentional alignment between AI adoption, open pedagogy, and inclusive institutional leadership to achieve meaningful social impact. This research contributes to business and management scholarship by positioning universities as innovation ecosystems where inclusive digital transformation can generate measurable societal benefits. It emphasizes that sustainable thriving in the African higher education context requires embedding equity and inclusion at the core of technological and pedagogical innovation.