Digital literacy and academic readiness: Insights from first-year education students from a South African university

Abstract

The rapid integration of digital technologies in higher education has elevated digital literacy from a supplementary skill to a critical determinant of academic readiness, especially for first-year students transitioning from unequal schooling contexts. This paper examines first-year education students' perceptions of how their computer skills shape their engagement within a technology-enhanced learning environment at a South African university. Drawing on Van Dijk's digital divide theory, digital inequality is conceptualised as extending beyond access to include differentiated capacities for effective use. A qualitative approach was employed using an online questionnaire consisting of open-ended questions administered to 325 purposively selected participants and was analysed thematically. Findings indicate that digital competence functions as a differentiation mechanism, enabling or constraining academic participation. It appears that digitally competent students manage academic tasks effectively, navigate online platforms independently, and remain engaged. Therefore, confidence in using digital tools emerged as a stronger determinant of academic readiness than technical proficiency alone, highlighting its mediating role in translating competence into performance. While students with limited digital proficiency experienced barriers such as restricted platform access, reduced performance, and emotional strain, including anxiety and frustration, which reinforced inequalities. Despite these challenges, students showed a strong willingness to improve their skills, indicating a high level of motivational access. The authors argue that persistent inequalities are shaped by pre-university digital preparedness. Therefore, higher education should integrate compulsory digital literacy development, embedding digital skills across first-year curricula to promote equity, inclusion, and student success.