Speaker
Description
(PhD), U. G. N.
Benjamin Uwajumogu (State) College of Education Ihitte Uboma, Imo State Nigeria
ukagene@gmail.com
Track: Digital Pedagogy and Teaching Innovation
As African higher education institutions increasingly embrace digital transformation, persistent inequalities in access to digital technologies continue to undermine efforts toward inclusive and future-ready learning ecosystems. The digital divide remains a critical barrier that affects not only students’ access to educational opportunities but also their academic engagement and psychological well-being. This study investigates the impact of digital inequality on academic self-efficacy, learning motivation, and psychological well-being among university students across selected African universities. Anchored in Social Cognitive Theory, the study examines how disparities in access to digital devices, internet connectivity, online learning platforms, and digital competencies influence students’ confidence in their academic abilities, motivation to participate in learning activities, and mental health outcomes. A mixed-methods research design will be employed, combining quantitative survey data with qualitative interviews to provide a comprehensive understanding of students’ experiences within digitally unequal learning environments. The study explores relationships between digital access and indicators of student success, including academic self-efficacy, intrinsic and extrinsic motivation, stress levels, anxiety, and overall life satisfaction. It is hypothesized that students experiencing greater levels of digital exclusion will report lower academic confidence, reduced motivation, and poorer psychological well-being than their digitally connected peers. Expected findings will contribute empirical evidence to ongoing discussions on digital inclusion and educational equity in African higher education. The study further highlights the need for institutional policies and investments that expand digital access, strengthen digital literacy, and support students’ psychological resilience in technology-mediated learning environments. By linking digital inclusion to both educational and psychosocial outcomes, the research offers practical insights for policymakers, university leaders, and development partners seeking to bridge the digital divide and create sustainable, inclusive, and future-ready higher education ecosystems across Africa.