Educational digital foundations proficiency  among first-year undergraduate students in  Zambia:

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DC Field	Value	Language
dc.contributor.author	Luchembe, Dennis	-
dc.date.accessioned	2025-09-22T13:32:42Z	-
dc.date.available	2025-09-22T13:32:42Z	-
dc.date.issued	2025	-
dc.identifier.citation	Vol. 12,	en_US
dc.identifier.issn	2331-186X	-
dc.identifier.uri	http://localhost:8080/xmlui/handle/123456789/735	-
dc.description	21 pages: illustrations; Includes references.	en_US
dc.description.abstract	This study investigates first-year undergraduate students’ self-reported proficiency in Educational Digital Foundations (EDFs) at a university in Zambia. It highlights the need for ICT curricula to address disparities linked to issues such as gender and geographic origins in ensuring equitable digital literacy for higher education and future employment. Policymakers and educators can leverage the findings of this study to design interventions for underrepresented groups.	en_US
dc.description.sponsorship	COGENT EDUCATION	en_US
dc.language.iso	en	en_US
dc.publisher	Informa UK Limited, trading as Taylor & Francis Group	en_US
dc.relation.ispartofseries	No. 1;	-
dc.subject	First-year undergraduate students’ self-reported proficiency in Educational Digital Foundations	en_US
dc.subject	Educational Digital Foundations	en_US
dc.title	Educational digital foundations proficiency among first-year undergraduate students in Zambia:	en_US
dc.title.alternative	an analysis by gender, geographic origin, and prior computer studies experience/	en_US
dc.type	Article	en_US
Appears in Collections:	Research Papers

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