Author: Ross Chrichton | Based on case studies by: Tushaale Mbenwi Njiki Grace (Cameroon), Macaire Bassirou Diallo (Senegal), Dr Cynthia Adaeze Onuegwunwoke (Nigeria) – from Teaching and learning with technology in Sub-Saharan Africa: Case studies of practice (British Council) | Published on 9 March 2026
Question: How can teachers use messaging apps to keep learning going during disruptions or emergencies?
Answer: By setting up simple, well-structured messaging groups that allow learners to access materials, instructions and support when regular classes are not possible.
Teachers and teacher educators can use messaging apps like WhatsApp and Telegram to maintain learning and support during disruptions such as school closures, conflict or limited access to school facilities. While these tools do not replace classroom teaching, they can help maintain communication, provide access to materials, and allow teachers to give guidance remotely.
Recommendations:
- Set up class messaging groups in advance, so learners already know how they work if face-to-face lessons are disrupted.
- Establish clear rules for participation, including when learners can post questions, how teachers will respond, and acceptable behaviour within the group.
- Consider setting up smaller groups for activities or collaborative projects to make management easier.
- Share materials in multiple, low-data formats: text messages, PDFs, short voice notes, slides, infographics or short videos. This helps learners access content even with limited connectivity.
- Use short, clear tasks and interactive activities rather than long explanations. Include quizzes and polls to maintain engagement.
- Encourage peer support by allowing learners to help each other with understanding tasks or instructions.
- Save key messages, files or links in one place (e.g. in a phone folder or pinned messages) so you can resend them to learners if needed.
- Maintain privacy and professional boundaries: communicate with learners only about learning tasks, avoid sharing personal data and involve parents or administrators where appropriate.
Key takeaways:
- Messaging apps can support continuity of learning during school closures or disruptions.
- Simple routines and clear expectations help keep emergency learning focused.
- Low-tech, familiar tools make remote learning more accessible for many learners.
- Assigning learner moderators, recycling materials and giving audio feedback supports participation while reducing teacher workload.
- Safeguarding, privacy, and professional boundaries are essential to maintain trust and protect learners.