Digital skills challenges and opportunities for digitally under-resourced primary schools in Zambia: an exploratory study.

Abstract

Purpose: The purpose of the research was to propose a design of a digital learning platform that creates opportunities for digital learning in digitally underresourced primary schools in Zambia. Theory: Activity theory anchored on five principles of activity systems, inclusivity, historicity, use of contradictions, and mutual changes encompassed the theoretical framework for this thesis. Method: The research applied mixed methods where data were collected using interviews and surveys from learners, teachers, and administrators at four primary schools and one Open Day secondary school in Zambia. Data were presented by SPSS statistical frequency tables. Results: The result ascertained the causes of the low digital skills among the learners in the under resourced primary schools in Zambia as insufficient digital devices leading to reduced digital practice by learners. Two clusters of solutions were generated: one on policy and infrastructure development and the other one on digital platforms development. The digital platform design path pointed to the features that a digital platform should possess.