Abstract:

Digital literacy skills and competencies are essential for pre-service teachers, in-service teachers, and teacher educators in Africa to effectively integrate technology into their teaching practice. This scoping review aims to map the current landscape of research on digital literacy skills and competencies among these three groups in Africa. The review will follow the Joanna Briggs Institute methodology for scoping reviews and will include a comprehensive search of multiple databases, including Scopus, Web of Science, and ERIC. The inclusion criteria will encompass studies focusing on digital literacy skills and competencies of pre-service teachers, in-service teachers, and teacher educators in African countries. The data will be extracted and synthesized using a thematic analysis approach. The findings will provide an overview of the key themes, research methods, and outcomes reported in the included studies. Additionally, the review will identify research gaps and potential areas for future investigation. The insights gained from this scoping review will be valuable for researchers, teacher education institutions, and policymakers seeking to enhance digital literacy skills and competencies among educators in Africa.

Keywords:

Digital literacy, skills, competencies, pre-service teachers, in-service teachers, teacher educators, Africa, scoping review.