Digital Participation: Exploring Teacher Integration of Technology and Student Perceptions of Digital Literacy in South Sudan Primary Schools

Abstract

Background: In the contemporary global education landscape, digital literacy is a critical prerequisite for economic participation. However, in South Sudan, severe infrastructural deficits and limited human capacity hinder the modernization of pedagogy. This study investigates the integration of digital technologies by primary school teachers and its relationship to students' perceptions of digital literacy in a low-resource, post-conflict context. Methods: The study employed a quantitative research design, utilizing the Technology Acceptance Model (TAM) and the Digital Competence Framework as theoretical anchors. Data were collected from a stratified random sample of 30 teachers and 132 students across 35 primary schools in South Sudan. Analysis included descriptive statistics, independent-samples t-tests to examine gender differences, and Pearson’s correlation coefficients. Results: The findings reveal that technology integration is intermittent rather than systematic. While approximately 57% of teachers regularly or always use digital tools for interactive lessons, 55.2% rarely or never incorporate online e-learning platforms. Significant weaknesses were identified in ICT-based formative assessment, with 44.8% of teachers reporting rare usage. Notably, the study found statistically significant gender differences: male teachers reported higher competence in applying ICT-based assessment tools (p<.009) and in guiding students in practical applications such as word processing (p<.011). Subject-specific integration was highest in Geometry and Life Skills but remained inconsistent in Algebra. Conclusion: The study highlights a marked divergence between policy aspirations and classroom realities. While there is a positive disposition toward digital tools, the lack of consistent training and infrastructure limits pedagogical innovation. The authors recommend targeted, gender-sensitive professional development and sustained investment in school infrastructure to bridge the digital divide and reduce student vulnerability to misinformation.