Theoretical Perspectives on Digital Literacy Adoption and Remote Work Readiness: An Integrated Review Using TAM, TPB, Digital Divide and Socio-Technical Systems Theory (Published)
The rapid digitalisation of work has elevated digital literacy to a critical competency for labour market participation, yet significant disparities persist in understanding the factors that influence digital literacy adoption, particularly in developing country contexts. This integrated theoretical review examines four prominent frameworks the Technology Acceptance Model (TAM), Theory of Planned Behaviour (TPB), Digital Divide Theory, and Socio-Technical Systems Theory (STST) to provide a comprehensive understanding of the factors shaping digital literacy adoption and remote work readiness. Through systematic analysis of the theoretical foundations, empirical applications, and complementary insights of these frameworks, this review develops an integrated conceptual model that synthesises individual, social, technical, and structural factors influencing technology adoption. The findings reveal that while each theory offers valuable insights, an integrated approach that combines individual perceptions (TAM), behavioural determinants (TPB), inequality dimensions (Digital Divide), and system alignment (STST) provides the most comprehensive lens for understanding digital literacy adoption. The review identifies key propositions for future research and offers recommendations for designing effective interventions that address the multifaceted nature of digital literacy development. This integrated framework contributes to the literature by providing a theoretically grounded foundation for research and practice in digital literacy and remote work readiness, with particular relevance for resource-constrained educational contexts, and advances multiple Sustainable Development Goals including SDG 1 (No Poverty), SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), and SDG 10 (Reduced Inequalities).
Keywords: Digital Divide, Digital Literacy, Socio-Technical Systems Theory, Sustainable Development Goals, Technology Acceptance Model, Theory of Planned Behaviour, integrated framework, remote work readiness, theoretical review
Perceived Digital Information Literacy Level of Undergraduates at the University of Port Harcourt (Published)
This study investigated the Perceived Digital Information Literacy Level of Undergraduates at the University of Port Harcourt. Two research questions and one were raised for the study. Analytical descriptive survey design was adopted. The population of the study comprised one thousand four hundred and sixty (1,460) forth year (400 level) undergraduate students in the Faculty of Education, University of Port Harcourt. The sample size comprised four hundred and forty-six (446) students from seven Departments in the Faculty of Education. An instrument titled Perceived Digital Information Literacy Level Questionnaire (PDILLQ) was used for data collection. The PDILLQ was a 20-item Questionnaire. Mean and Standard Deviation were used in answering the research questions while Analysis of Variance (ANOVA) was used in testing the hypothesis. The findings of the study revealed that undergraduate students are digitally knowledgeable. Finally, there is significant difference between undergraduate students’ digital information literacy level among the various departments. The study concluded that there is universal recognition of the need to be digital information literate especially for undergraduate students who virtually would use digital gadgets and Web 2.0 packages in the course of their academic pursuit. The study recommended that students should engage in and explore more academic activities using digital technology.
Citation: Tamunoiyala G. T and Williams, C. (2022) Perceived Digital Information Literacy Level of Undergraduates at the University of Port Harcourt, British Journal of Education, Vol.10., Issue 8, pp. 55-66
Keywords: 21st century learner, 21st century skill, Digital Divide, digital information literacy
Bridging the Digital Divide: The Relevance of Marshall Mcluhan’s Media Ecology Theory (Published)
Digital divide is the gap between demographics and areas that have access to modern information and communications technologies and those who do not have this access. This has affected a greater percentage of our 21st century learners in our classrooms today by disconnecting them from the current trends globally which has created a digital divide. This paper seeks to address an attempt at bridging the digital divide: the relevance of Marshall McLuhan’s media ecology theory. This paper thus overviewed the concept of media ecology and Marshall McLuhan’s ecology theory. It further discussed some strategies on bridging the digital divide, characteristics of digital native. Finally, conclusions and some recommendations were made.
Keywords: Digital Divide, Digital native, Media Ecology Theory