Evaluation of Digital Literacy Skills Among First-Year Students in theDepartment of Business and Information Management Services at TshwaneUniversity of Technology, South Africa

Abstract

Digital literacy is an essential competency for first-year students in higher education institutions (HEIs), especially as teaching and learning increasingly rely on digital technologies. This study investigates the relationship between digital literacy and the dimensions of the Technology Acceptance Model (TAM) of first-year students within the Department of Business and Information Management Services (BIMS) at Tshwane University of Technology, South Africa. The study adopted a positivist paradigm and employed a quantitative research approach to address the research objectives. Using a purposive sampling approach, data were collected via an online survey administered to 161 first-year students in the BIMS department. Statistical analysis using SPSS revealed varying levels of digital literacy and significant differences associated with demographic variables such as gender, age, geographic location, home internet access and prior computer usage experience. Furthermore, there was a positive relationship between TAM constructs and digital literacy skills. The study highlights the need for tailored digital literacy interventions to support academic success among first-year students. It recommends that higher education institutions implement targeted training initiatives to close digital skill gaps, particularly for students from disadvantaged backgrounds.