Computer proficiency for social development in the rural areas of KwaZulu-Natal

Abstract

Background: Computer literacy is a pressing issue in many rural communities across South Africa, primarily because of a lack of resources and training opportunities. This shortage has significantly contributed to the increasing number of computer-illiterate individuals. This study originates from a community engagement programme aimed at providing computer literacy training in the KwaZulu-Natal province.
Objectives: The objective was to assess the perceived computer literacy improvements and access characteristics among post-matric youth who participated in a computer literacy community engagement programme in KwaZulu-Natal.
Method: A quantitative approach was used to assess changes in computer literacy and perceived social development among 50 post-matric youth who completed a community-based training programme in Mbazwana and Mtubatuba, KwaZulu-Natal. The study used a questionnaire to collect data from a cohort of 50 students who were trained in a computer literacy community engagement programme in Mbazwana and Mtubatuba, KwaZulu-Natal.
Results: The study revealed that post-matric youth primarily accessed computers in public spaces and faced significant barriers such as limited device access, Internet connectivity, and low motivation. Despite these challenges, participation in the programme led to measurable skill acquisition and perceived personal growth.
Conclusion: These findings confirm that structured computer literacy initiatives in rural areas can meaningfully enhance individual capabilities and contribute to broader socioeconomic development.
Contribution: The study provides policymakers with empirical data on the challenges and opportunities related to computer literacy in rural communities. This information can guide the development of targeted policies that enhance digital access and literacy programmes.