Description
Without the fundamental digital technology skills and knowledge needed to adapt to the 21st-century digital environment and pursue their academic goals, it is difficult for any undergraduate student to survive in a tertiary institution. This led to the study on the knowledge and digital literacy skills gap among Ghanaian undergraduate students. In order to learn more about the entry and exit digital literacy skills and knowledge perspectives and attributions of digital literacy skills gaps as they navigate the Ghanaian higher education system, this paper solicited the opinions of 16 undergraduates, 8 each from first year and final year groups at the University of Education, Winneba-Ghana. This was done using the Purposive sampling technique and semi-structured interviews. Nvivo (version 12) was used to do a thematic analysis of the data. According to the study, undergraduate students believed they lacked the skills and competencies necessary to compete in the digital world of the 21st century. The weak ICT foundations at the elementary and secondary school levels, the inadequate ICT coursework offered at the university levels, the lack of universities and government dedication to digital literacy, and the poor ICT infrastructural facilities at the community and university levels are all attributed to this gap. In order to reach students where they are in the digital age and support undergraduate students in developing digital literacy, this paper contends that university lecturers, administrators, and policymakers in Ghana should revamp their approaches. To guarantee that university students join the workforce equipped with these essential skills, it is crucial that the government of Ghana and education professionals develop comprehensive digital teaching and learning activities at the university level that commence with the youngest students at the first year of entry.| Period | 16 Nov 2022 |
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| Event title | Policy and Comparative Development Studies Seminar Series |
| Event type | Seminar |
| Organisers | Institute of Policy Studies, School of Graduate Studies |