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

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dc.contributor.advisorHall, Martin
dc.contributor.authorAdotey, Sampson
dc.date.accessioned2025-11-21T07:41:39Z
dc.date.available2025-11-21T07:41:39Z
dc.date.issued2025
dc.date.updated2025-11-21T07:38:11Z
dc.description.abstractThe 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.
dc.identifier.apacitationAdotey, S. (2025). <i>Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution</i>. (). University of Cape Town ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/42292en_ZA
dc.identifier.chicagocitationAdotey, Sampson. <i>"Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution."</i> ., University of Cape Town ,Faculty of Commerce ,Graduate School of Business (GSB), 2025. http://hdl.handle.net/11427/42292en_ZA
dc.identifier.citationAdotey, S. 2025. Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution. . University of Cape Town ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/42292en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Adotey, Sampson AB - 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. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - Digital Literacy KW - COVID-19 Pandemic KW - Ghana KW - Rwanda KW - Digital Education KW - Digital Divides KW - Inclusive Innovation KW - Inclusive Education KW - Lifelong Learning KW - 4IR KW - Social Justice KW - Digital Transformation LK - https://open.uct.ac.za PB - University of Cape Town PY - 2025 T1 - Navigating equitable technological empowerment: Insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution TI - Navigating equitable technological empowerment: Insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution UR - http://hdl.handle.net/11427/42292 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/42292
dc.identifier.vancouvercitationAdotey S. Navigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution. []. University of Cape Town ,Faculty of Commerce ,Graduate School of Business (GSB), 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/42292en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentGraduate School of Business (GSB)
dc.publisher.facultyFaculty of Commerce
dc.publisher.institutionUniversity of Cape Town
dc.subjectDigital Literacy
dc.subjectCOVID-19 Pandemic
dc.subjectGhana
dc.subjectRwanda
dc.subjectDigital Education
dc.subjectDigital Divides
dc.subjectInclusive Innovation
dc.subjectInclusive Education
dc.subjectLifelong Learning
dc.subject4IR
dc.subjectSocial Justice
dc.subjectDigital Transformation
dc.titleNavigating equitable technological empowerment: insights from Ghana and Rwanda on digital literacy and the fourth industrial revolution
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMPhil
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