Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution

The Fourth Industrial Revolution (4IR) is reshaping global economies and societies. Triggered by several factors including the COVID-19 pandemic, assuming its dynamics in developing countries will mirror those in wealthy economies is perilous. With its unique challenges and opportunities, Africa requires a tailored strategy for the 4IR. At the core of this strategy is achieving widespread digital literacy, a critical factor for technological empowerment and inclusive development. However, the urgent need for improved digital literacy in many parts of Africa poses a significant barrier to progress. This dissertation explores the key factors and strategies for fostering equitable technological empowerment across sub-Saharan Africa through digital literacy. For this purpose, Ghana and Rwanda have been chosen as case studies. To answer this question, we compared the experiences a sample of students in tertiary institutions in both countries before their enrolment. We uncovered several critical constraints on achieving adequate digital literacy, thereby highlighting the necessary policy changes and practice reforms required for Africa to thrive in the 4IR context. Through this comprehensive analysis, the dissertation seeks to contribute to developing an Africa-wide 4IR strategy that leverages digital literacy as a cornerstone for sustainable growth and development. The outcomes of this study have been conceptualized into a praxis model for 'Equitable Digital Literacy Community Centres.' This model, which offers a practical and actionable approach to implementing the required changes, aims to provide accessible, inclusive, and sustainable digital literacy training and resources to communities across sub-Saharan Africa.

Grantor dc:publisher.institution

Graduate School of Business (GSB)

Year dc:date.issued

2025

Author dc:creator

• Adotey, Sampson

Advisor dc:contributor.advisor

• Hall, Martin

• Digital Literacy
• COVID-19 Pandemic
• Ghana
• Rwanda
• Digital Education
• Digital Divides
• Inclusive Innovation
• Inclusive Education
• Lifelong Learning
• 4IR
• Social Justice
• Digital Transformation

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11427/42292

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/42292