LIMPOPO – South Africa continuously courts contradiction when dealing with digital skills and literacy.

Technology is often presented as a way to overcome the barriers of poverty and inequality, but while the country is investing heavily in education, that investment is not translating into digital skills at the same pace.

Despite ranking highly for public education spending, South Africa ranks just 67th out of 69 countries for actual digital skills development.

If learners are expected to navigate an increasingly digital world, are they given the skills to understand, question and use the information they encounter, or are we simply putting technology in their hands and hoping it bridges the gap?

What the University of Limpopo sees

To better understand the dilemma, Review Online spoke to Agosi Malatji, a lecturer and digital literacy researcher affiliated with the Physiology and Environmental Health Department at the University of Limpopo.

Based on more than six years of interaction with students on digital literacy topics, Malatji said the main challenge facing new students is not a lack of know-how or a failure to understand digital tools. It is simply a lack of access.

On whether current school-level digital literacy initiatives are adequately preparing learners for higher education, Malatji said: “Some schools are making efforts, mainly by introducing learners to basic knowledge of digital tools. Consequently, facilitators find that encounters with students who have engaged with technological devices for digital literacy purposes are not usually problematic.”

However, she noted that a minority of students still arrive without prior digital literacy knowledge. “In such cases, the issue is usually a lack of access to technology rather than an inability to use digital tools; it simply takes us longer to train them to acquire these skills.”

AI has made a difference

According to Malatji, artificial intelligence has also shifted the digital skills landscape. “Before AI, most students had some knowledge of computer hardware and software but lacked insight into how to use these tools effectively. Our role was to adapt our training, as facilitators, to fit academic contexts and empowerment goals.”

“However, in recent years, post-AI, many students now possess digital literacy skills and demonstrate competency in using digital tools. This means facilitators mainly need to help students deepen their understanding of digital tools while ensuring they adhere to academic norms.”

Skills are not the problem, access is

When asked about the most common digital skills or knowledge gaps students struggle with, Malatji offered a surprising response.

“Currently, skills and knowledge are not the main challenges, and I do not believe they ever were,” she said. “The primary issue is accessibility. Many students struggle to interact with digital tools mainly because they have not had exposure to relevant technological devices for digital literacy purposes.

“It is not that they cannot operate these devices or do not know how they work; they simply have not been in contact with them. This delays their learning process since there are specific time frames for delivering and assessing digital literacy topics. Nonetheless, learning still occurs, just at a slower pace.”

Malatji’s message on what needs to be done is clear and direct.

“Digital literacy requires the availability of technological tools with optimal Wi-Fi coverage in schools. Although the University of Limpopo has computer laboratories and excellent Wi-Fi, if students only start engaging with these after university admission, it delays the learning and empowerment processes. Therefore, the government should work to ensure early access to technology in schools.”

The main issue then, for underprivileged learners in Limpopo, is whether access will arrive before they are left behind.

As Malatji suggests, the potential is there; the learners are capable. What they need is the opportunity.