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Digital Literacy Pedagogy in Rural Ugandan High Schools: A Theoretical Framework

Year: 2010

Type: article

Abstract: Digital literacy programmes have emerged as a critical component in enhancing students' technological skills for academic success and future employability. In rural Ugandan high schools, these initiatives are underdeveloped, highlighting an area needing theoretical attention. Theoretical synthesis will be employed through literature review and discourse analysis to construct a robust model of digital literacy pedagogy suitable for rural settings. The theoretical framework identifies key areas such as curriculum adaptation and stakeholder engagement that require focused attention to achieve sustainable digital literacy development in rural Ugandan high schools. Policy recommendations include the need for government funding, teacher training programmes, and collaborative partnerships with local organizations to support these initiatives effectively.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.18913036

Authors: Kasozi, Ephraim, Namuginde, Nyambura, Okello, Samson

Institutions: MRC/UVRI & LSHTM Uganda Research Unit, Uganda Virus Research Institute

Language: English

Topic: Digital literacy in education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7134199144

FWCI:

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Related to: 10