Impact of ICT knowledge deficiencies on student engagement and academic success at a university in South Africa: Insights from the BUSSE survey

Abstract

In an era where digital competence is indispensable for academic achievement, many students still struggle with gaps in Information and Communication Technology (ICT) proficiency, potentially undermining their confidence and performance. This study aimed to assess the extent to which ICT knowledge deficiencies influence first-year students’ academic engagement, preparedness, and perceptions of institutional support using data from the Beginning University Survey of Students' Engagement (BUSSE) across two key years: 2021 and 2023. This study employed a quantitative research method informed by a descriptive research design. The pragmatic approach to descriptive research influenced the analysis. Although the findings are presented quantitatively through tables, their interpretation and discussion leaned more towards a qualitative approach. The findings reveal that students with weaker ICT foundations experience diminished engagement in digital classroom activities and greater difficulty adapting to technology-driven tasks. Further, the study underscores the critical interplay between ICT proficiency and student confidence, revealing that deficiencies in digital literacy not only hinder academic performance but also negatively affect learners’ engagement and adaptability in technology-driven learning environments. These results underscore the urgency of more targeted interventions, such as structured ICT training programs and curriculum enhancements, to equip students with essential digital skills. The study enriches the broader discourse on digital literacy, emphasizing its pivotal role in ensuring student success within increasingly technology-centric educational landscapes.