article · Journal of Education Management and Leadership (JEML)
A study across six universities in Kenya examined how training delivery modes influence digital literacy training effectiveness, student digital competence, and graduate employability. Data were gathered from 384 final-year students, 20 university administrators, and 15 human resource managers. Although 78.4 per cent of students had received formal digital technology instruction, they still lacked advanced digital competencies. The delivery method served as a key moderating factor: blended delivery significantly enhanced the acquisition of digital competence and boosted employability by strengthening problem-solving skills and workplace application. Qualitative findings revealed that participants preferred blended learning because direct face-to-face contact helped students grasp difficult concepts. Consequently, adopting blended learning models for digital literacy training enables universities to better align graduate capabilities with evolving labour market demands.
Rapid workplace digitalisation requires graduates to possess advanced digital abilities, yet standard training frequently falls short. Demonstrating that blended learning improves skill acquisition and practical workplace application provides university leaders and policymakers with clear evidence on how to restructure higher education curricula to boost youth employment outcomes.
The findings can guide the design of blended curriculum products, corporate upskilling programmes, and educational technology platforms targeting university students and workforce entrants. Potential users include higher education institutions, corporate training providers, and human resource departments seeking to improve graduate digital competencies. Because the study provides applied empirical evidence from universities and employers, curriculum and training designs adopting these blended approaches are already tested and ready for institutional implementation.
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This study aims to investigate the role of training delivery mode in determining the effectiveness of digital literacy training and, consequently, the acquisition of digital competence among university students in Kenya. The rapid adoption of digital technology has changed skill requirements in the labour market, compelling educational institutions to equip individuals with digital competencies. The Technology Acceptance Model (TAM) formed the basis for the convergent mixed-methods approach used in this study. Quantitative data were collected using structured questionnaires from 384 randomly selected final-year students across six universities in Kenya, while qualitative data were collected through interviews with 20 university administrators and 15 human resource managers. Descriptive findings revealed that although 78.4 per cent of students had received formal training in digital technologies, they lacked advanced digital competencies. Moderation analysis showed that blended delivery significantly increased digital competence acquisition (interaction β = 0.178, p = 0.024) and improved employability through enhanced problem-solving skills and effective application of learned skills in the workplace. Qualitative findings indicated that blended learning was preferred because face-to-face interaction facilitated understanding of difficult concepts. The findings demonstrate that training delivery mode moderates the relationship between digital literacy training and competency development, with blended delivery producing better outcomes. The study recommends that universities adopt blended learning models for digital literacy training. It contributes to research by demonstrating that training effectiveness depends substantially on how training
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DOI: 10.51317/jeml.v5i1.1102
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