Keyword: digital skills

ABSTRACT: This study examines the relationship between postgraduate students’ technology skills and their perceptions of research, utilizing two psychometrically validated tools: the Technology Skills Assessment Tool (TSAT) and the Research Perception Scale (RPS). The research was conducted among 117 Master of Arts MA and M.Ed. students across government and private higher education institutions in India. The study employed a purely quantitative design using random sampling. Results from reliability analysis and exploratory factor analysis confirmed the internal consistency and construct validity of both instruments. Descriptive statistics indicated a moderate to high level of technology proficiency and positive research perception among students. Pearson’s correlation revealed significant associations between key technology domains (e.g., digital literacy, data analysis) and research confidence, motivation, and aspirations. Multiple regression analysis further established that digital skills significantly predicted students’ perceptions across different dimensions of research engagement. Additionally, no significant differences were observed across gender, program, or institution type. These findings highlight the relevance of embedding digital skill development into postgraduate curricula to strengthen research competence. The study concludes with implications for curriculum planners, teacher educators, and researchers, recommending the adoption of digitally enriched, practice-oriented research training in higher education.

ABSTRACT: Sub-Saharan Africa having remained economically poor throughout its more than sixty years of independence and relying on the finding that the acquisition of a high level of digital and entrepreneurship skills tends to create wealth for nations in modern times, this study investigates the extent to which sub-Saharan Africa’s higher education institutions may leverage the facilitation of the learning of digital technologies and entrepreneurship for Africa’s economic emancipation through lifelong learning. The work carried out at the level of eight (8) lifelong learning outfits of eight (8) premier universities drawn from the four (4) regions of sub-Saharan Africa is scrutinized through the administration of a six (6)-item questionnaire with a view to establish whether or not Africa’s higher education institutions are currently facilitating the learning of digital technologies and entrepreneurship through lifelong learning to a level that may promote Africa’s economic emancipation. The findings of the current study are that sub-Saharan Africa (i). possesses very few higher education institutions in comparison to the global average, (ii). is yet to prioritize lifelong learning both nationally and at the higher education level, and (iii). is incapable to produce the needed population of digital and entrepreneurship graduates that may propel its economic emancipation as a result of its current level of neglect of lifelong learning.