Digital Literacy as a Foundation for Remote Work Readiness in Africa: A Systematic Review

Abstract

The rapid global shift toward remote work has created unprecedented demand for digital literacy competencies, yet significant disparities persist across developing regions, particularly in Africa. This systematic narrative review synthesises existing literature to examine the role of digital literacy as a foundational element for remote work readiness among African graduates. Employing a systematic search strategy across multiple electronic databases including Scopus, Web of Science, Google Scholar, and African Journals Online, this review analysed peer-reviewed studies published. The findings reveal a substantial digital literacy gap among African graduates, characterised by limited awareness of remote work platforms, inadequate proficiency in digital collaboration tools, and significant barriers including infrastructural deficits, socioeconomic constraints, and institutional limitations. The review identifies critical training needs across multiple domains, including productivity tools, communication platforms, and project management software. Furthermore, the analysis highlights the mediating role of perceived usefulness, perceived ease of use, and behavioural intention in determining technology adoption among African students. The study contributes to the extant literature by providing a comprehensive synthesis of digital literacy challenges and opportunities in the African context, offering evidence-based recommendations for policymakers, educational institutions, and industry stakeholders seeking to enhance graduate employability in the digital economy.