review · Cogent Education
A systematic review examined digital literacy gaps that affect how higher education institutions in sub-Saharan Africa foster twenty-first century skills. By analysing 14 empirical studies published between 2016 and 2023, the research identified key barriers preventing graduates from acquiring necessary digital workplace capabilities. Inadequate digital infrastructure and unprepared lecturers severely restrict skill development across institutions. Additionally, the effective adoption of teaching technologies is hindered by outdated or nonexistent information and communication technology policies. Addressing these shortcomings requires comprehensive curriculum reforms that prioritise digital solutions, coupled with dedicated professional development for educators. Enhancing digital literacy across these universities is highlighted as vital for preparing students for the job market and driving broader socio-economic growth across the region.
Graduates need digital capabilities to compete in modern employment markets. Pinpointing institutional deficits, such as inadequate campus infrastructure, weak institutional policies, and insufficient lecturer training, provides guidance for education leaders and policymakers. Rectifying these systemic gaps is critical for enabling universities to better support sustainable socio-economic development across sub-Saharan Africa.
The findings suggest potential application areas for providers of educator training programmes, digital learning platforms, and curriculum development services targeting higher education institutions in the region. However, as the evidence comes from a systematic literature review, this research is at an early conceptual stage and does not present, test, or validate any specific commercial tool or product.
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This study examined digital literacy gaps impacting the promotion of the 21st century skills among students in higher education institutions in sub-Saharan Africa. As many institutions undergo technological transformations, understanding these gaps is crucial for equipping graduates with the required digital workforce skills. The review synthesized findings from 14 empirical studies published between 2016 and 2023 using content analysis through Atlas.ti software to identify patterns. Key findings revealed that 21st century skills are insufficiently developed due to inadequate digital infrastructure and unprepared lecturers. Additionally, outdated or nonexistent ICT policies hinder the effective adoption of technology in teaching. The study calls for reforms in curricula to prioritize digital solutions and enhance professional development for educators. Improved digital literacy is vital for preparing students for the job market and fostering broader socio-economic development in sub-Saharan Africa. Future research should investigate long-term trends and evaluate the effectiveness of digital literacy initiatives across varied educational contexts.
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DOI: 10.1080/2331186x.2025.2452085
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