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<p>Technological advancement in the&#xa0;twenty-first century necessitates the development of learners’ digital literacy to facilitate their academic progress. Nonetheless, since almost all digital technologies are programmed to favour Western languages, their application in the teaching and learning of African languages seems somewhat incompatible. As a result of this incompatible gap between digital technologies and many African languages, our study aimed to explore the behavioural intention of teachers of the various indigenous languages of Ghana regarding the development of&#xa0;students’ digital literacy skills. Using the theory of planned behaviour, the study explored the antecedents of teachers’ behavioural intentions and, ultimately, investigated the influence of intention on the development of learners’ digital literacy. The results from a partial least squares structural equation modelling indicate that teachers’ attitudes, subjective norms, and technology self-efficacy statistically predicted their intention. Nonetheless, their intention did not influence their actual classroom practices. The qualitative findings revealed that their intention did not influence their behaviour, probably, because of inadequate technological resources and technophobia. Based on these findings, recommendations have been proposed for policy and practice.</p>

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Developing learners’ digital literacy in indigenous language learning in Ghana: a study of teachers’ behavioural intentions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月10日

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  • Love Kafui Mensah,
  • Joyce Esi-Tawiah Bronteng,
  • Ernest Nyamekye

摘要

Technological advancement in the twenty-first century necessitates the development of learners’ digital literacy to facilitate their academic progress. Nonetheless, since almost all digital technologies are programmed to favour Western languages, their application in the teaching and learning of African languages seems somewhat incompatible. As a result of this incompatible gap between digital technologies and many African languages, our study aimed to explore the behavioural intention of teachers of the various indigenous languages of Ghana regarding the development of students’ digital literacy skills. Using the theory of planned behaviour, the study explored the antecedents of teachers’ behavioural intentions and, ultimately, investigated the influence of intention on the development of learners’ digital literacy. The results from a partial least squares structural equation modelling indicate that teachers’ attitudes, subjective norms, and technology self-efficacy statistically predicted their intention. Nonetheless, their intention did not influence their actual classroom practices. The qualitative findings revealed that their intention did not influence their behaviour, probably, because of inadequate technological resources and technophobia. Based on these findings, recommendations have been proposed for policy and practice.