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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 req...
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| Format: | Thesis |
| Language: | English English |
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Graduate School of Business (GSB)
2025
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| _version_ | 1867613215755599872 |
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| access_status_str | Open Access |
| author | Adotey, Sampson |
| author2 | Hall, Martin |
| author_browse | Adotey, Sampson Hall, Martin |
| author_facet | Hall, Martin Adotey, Sampson |
| author_sort | Adotey, Sampson |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42292 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:32:36.207Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Graduate School of Business (GSB) |
| publisherStr | Graduate School of Business (GSB) |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42292 Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution Adotey, Sampson Hall, Martin Digital Literacy COVID-19 Pandemic Ghana Rwanda Digital Education Digital Divides Inclusive Innovation Inclusive Education Lifelong Learning 4IR Social Justice Digital Transformation 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. 2025-11-21T07:41:39Z 2025-11-21T07:41:39Z 2025 2025-11-21T07:38:11Z Thesis / Dissertation Masters MPhil http://hdl.handle.net/11427/42292 en eng application/pdf Graduate School of Business (GSB) Faculty of Commerce University of Cape Town |
| spellingShingle | Digital Literacy COVID-19 Pandemic Ghana Rwanda Digital Education Digital Divides Inclusive Innovation Inclusive Education Lifelong Learning 4IR Social Justice Digital Transformation Adotey, Sampson Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| thesis_degree_str | Master's |
| title | Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| title_full | Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| title_fullStr | Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| title_full_unstemmed | Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| title_short | Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution |
| title_sort | navigating equitable technological empowerment insights from ghana and rwanda on digital literacy and the fourth industrial revolution |
| topic | Digital Literacy COVID-19 Pandemic Ghana Rwanda Digital Education Digital Divides Inclusive Innovation Inclusive Education Lifelong Learning 4IR Social Justice Digital Transformation |
| url | http://hdl.handle.net/11427/42292 |
| work_keys_str_mv | AT adoteysampson navigatingequitabletechnologicalempowermentinsightsfromghanaandrwandaondigitalliteracyandthefourthindustrialrevolution |