Rewiring learning: 25 years of digital literacy research in South Africa higher education
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.04Keywords:
Bibliometric analysis, digital literacy research, higher education, South AfricaAbstract
Digital literacy has become increasingly vital in higher education. The integration of digital literacy into educational environments signifies a fundamental shift towards a more technologically driven approach to teaching and learning. This paper presents a bibliometric review of digital literacy research within the context of South African higher education from 2001 to 2025. A bibliometric analysis was conducted using the Scopus database. The search string utilised was: "digital literac*" OR "digital technolog*" OR "digital competenc*" OR "digital skill*" AND "higher education" OR universit* OR college*, resulting in an initial total of 10,786 documents. Following a multi-stage screening process, 150 documents were identified as final. The dataset indicates a dynamic and rapidly evolving field of study, characterised by a consistent increase in publications over the past 25 years, with a notable acceleration in output since 2017. In light of these shifting themes, higher education institutions should position themselves as agile, digitally empowered, and contextually relevant entities. Institutions ought to leverage advanced digital technologies, regularly update qualifications to align with emerging workforce demands, and reimagine their roles as innovation hubs capable of addressing complex societal challenges. By embracing digital transformation and facilitating cross-sectoral research, higher education institutions can remain relevant, inclusive, and prepared for the future.
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