Abstract:

Digital equity has emerged as a challenge for South African Higher Education Institutions operating within unequal socio economic contexts. This study examined the interplay between access to Information and Communication Technology (ICT), digital literacy, and technology adoption among South African undergraduate students, and how these factors collectively shape academic performance. Using a quantitative, cross-sectional design, data were collected from 28 students across multiple universities, representing diverse genders, age groups, income levels, and urban rural backgrounds.

The analysis investigated five dimensions of digital equity:
(1) the association between household income and ICT ownership,
(2) urban–rural disparities in access,
(3) gender-based differences in ICT attitudes,
(4) the relationship between digital literacy and academic performance, and
(5) variations in technology adoption intention across literacy levels.

The findings revealed household income as the most consistent structural determinant of ICT access, with higher-income students significantly more likely to own laptops and maintain stable internet connectivity affirming the persistence of the first-level digital divide. Although urban and gender disparities were comparatively modest, they remained visible. Importantly, digital literacy demonstrated a strong positive association with academic performance, accounting for approximately 25% of the variance observed, underscoring the critical role of competence in academic achievement and digital engagement. However, the study also revealed a nuanced insight: digital proficiency alone does not guarantee willingness to adopt emerging technologies. Even highly skilled students expressed hesitation in the absence of adequate institutional support, suggesting that engagement depends not only on ability but also on enabling environments. By integrating access, skills, and adoption within a single analytical framework, this study advances digital divide theory beyond binary access debates and highlights the need for coordinated institutional strategies. Targeted interventions aimed at affordability, structured digital skills development, and sustained technical support are essential to ensure equitable participation in higher education and meaningful inclusion in the digital economy.

Keywords:

Information and Communication Technologies (ICTs), digital literacy, higher education, access inequality, academic success.