ENHANCING TEACHERS' DIGITAL LITERACY: LOCALISED STRATEGIES FOR BRIDGING THE TECHNOLOGICAL GAP IN CAMEROON

International Journal of Developmental Issues in Education & Humanities Bilingual Journal of the Faculty of Education, University of Buea Volume 1, Issue 1 November–December 2025, pp. 332-347 DOI: https://doi.org/10.5281/zenodo.18015504 Copyright: © The Author(s), 2025. Published by Faculty of Education, University of Buea. This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. . Page 332 of 347 ENHANCING TEACHERS’ DIGITAL LITERACY: LOCALISED STRATEGIES FOR BRIDGING THE TECHNOLOGICAL GAP IN CAMEROON Okia Therese Mbongi Division of Research and Publications, University of Ebolowa, Cameroon. Email: [email protected] Njouny Emmanuel Monjong Department of Educational Foundations and Administration, University of Buea, Cameroon. Email: [email protected] Etta Mercy Aki Department of Educational Foundations and Administration, University of Buea, Cameroon. Email: [email protected] Abstract Teachers’ digital literacy is a critica l factor in integrating technology i nto education, especially in resource-constrained environments. In Cameroon’s Fa ko Division, secondary school teachers struggle with limited digital skills and infrastructure, which undermines effective technology use in pedagogy? This study investigated teachers’ access to digital resources, their digital competences, institutional support, perceived challenges, and context-specific strategies to bridge the technological gap. Adopting a descriptive survey design, data were collected from 317 randomly selected teachers using structured questionnaires. Descriptive statistics (means, frequencies, percentages and the Kruskalallis H test were used for da ta analysis. Findings showe d limited access to digital infrastructur e x . , moderate digital competence x . , and minimal institutional support x . . Challenges were rated high x . , including unrelia le electricity, device costs, and insufficient training. espondents favored schoolased strategies x . , such as peer mentoring, partnerships with ICT vendors, and school innovation teams. Inferential analysis revealed significant differences in digital literacy across age groups χ² .8 , p .008 , teaching experience χ² 9. , p .0 , and qualification l evel χ² 9. , p .0 , ut no significant differences y gender or school type. The study recommends government investment in infrastructure, integrating digital literacy into teacher training, and supporting localized strategies to ensure relevance, sustainability, and equity in educational technology adoption. Keywords: Digital Literacy, Secondary School Teachers, Technological gap, Digital Competence, ICT in Education. International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 333 Résumé La maîtrise du numérique par les enseignants est essentielle { l’intégration des technologies dans l’éducation, notamment dans les contextes où les ressources sont limitées. Dans le département de Fako, au Cameroun, les enseignants du secondaire sont confrontés à des difficultés liées à des compétences et des infrastructures numériques insuffisantes, ce qui compromet l’utilisation efficace des technologies dans la pédagogie. Cette étude a examiné l’accès des enseignants aux ressources numériques, leurs compétences numériques, le soutien institutionnel, les difficultés perçues et les stratégies adaptées au contexte pour combler la fracture numérique. Une enquête descriptive a été menée auprès de 317 enseignants sélectionnés aléatoirement, { l’aide de questionnaires structurés. Les données ont été analysées { l’aide de statistiques descriptives moyennes, fréquences, pourcentages et du test H de Kruskal-Wallis. Les résultats ont révélé un accès limité aux infrastructures numériques (moyenne = 2,64), des compétences numériques modérées (moyenne = 3,11) et un soutien institutionnel minimal (moyenne = 2,51). Les difficultés rencontrées ont été jugées importantes (moyenne = 3,57), notamment l'irrégularité de l'approvisionnement en électricité, le coût des équipements et l'insuffisance de formation. Les répondants ont privilégié les stratégies mises en œuvre au s ein des éta lissements scolaires moyenne 3,34), telles que le mentorat par les pairs, les partenariats avec les fournisseurs de TIC et les équipes d'innovation scolaire. L'analyse inférentielle a révélé des différences significatives en m atière de littératie numérique selon les groupes d'âge χ² ,8 , p 0,008), l'expérience d'enseignement χ² 9, , p 0,0 et le niveau de qualification χ² 9,76, p = 0,02), mais aucune différence significative selon le sexe ou le type d'établissement. L'étude recommande un investissement public dans les infrastructures, l'intégration de la littératie numérique dans la formation des enseignants et le soutien aux stratégies locales afin de garantir la pertinence, la pérennité et l'équité de l'adoption des technologies éducatives. Mots-clés: Littératie numérique, Enseignants du secondaire, Fracture technologique, Compétences numériques, TIC dans l'éducation. Introduction The digital age has profoundly reshaped global educational landscapes, demanding new competences from educators and institutions alike. Among the most pressing changes is digital literacy, which encompasses the ability to access, understand, evaluate, and create information using digital technologies ([Ng,] 2012). In education, digital literacy is no longer a luxury, it is an essential competency for effective pedagogy, curriculum delivery, and educational administration (Fraillon et al., 2014). In this context, the digital preparedness of teachers plays a pivotal role in ensuring equitable access to quality education, particularly in sub-Saharan Africa, where digital transformation is uneven. Despite national-level ICT strategies in Cameroon, many divisions, including Fako Division in the Southwest Region, face persistent gaps in teacher digital competence due to infrastructural, institutional, and socio-economic limitations. In response to the global push toward Education 4.0, Cameroon has adopted policies aimed at integrating Information and Communication Technologies (ICT) in schools, such as the International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 334 2001 national ICT policy and more recent initiatives supported by UNESCO and UNICEF (Ministry of Posts and Telecommunications, 2019). These policies are meant to encourage the use of digital tools to foster innovation, critical thinking, and collaborative learning. However, implementation has been fragmented and disproportionately favoring urban centers such as Yaounde and Douala, while many schools in semi-urban and rural areas continue to lag behind. Several studies have documented how the lack of digital literacy among teachers hinders the successful use of ICT in classrooms (Tchombe, 2021; Ndongko & Eboka, 2020). Teachers in these areas often lack not only access to computers and internet connectivity but also localized training and institutional support that align with their contextual realities. Fako Division, which includes key towns such as Buea, Limbe, Tiko, and Mutengene, presents a unique paradox. On the one hand, it is the home to Cameroon’s leading pu lic anglophone university-the University of Buea-and a growing technology hub popularly known as “Silicon Mountain” Zang & Tamo, 0 0 . Unfortunately, many primary and secondary school teachers in the region are still unable to effectively use digital tools during the teaching and learning process. Even in schools where digital devices exist, they are often underutilized due to inadequate skills, confidence, or lack of training among staff. Infrastructural constraints such as irregular power supply and poor internet coverage exacerbate the problem. These challenges raise serious questions about the digital readiness of the teaching workforce and the extent to which national ICT policies translate into localized, practical benefits for educators in Fako. Digital literacy for teachers goes beyond operational competence with devices. According to Belshaw (2012), digital literacy involves a spectrum of literacies, including media, information, cultural, and critical thinking skills. In the classroom, these competences enable teachers not only to use digital tools effectively but also to guide students in navigating digital content responsi ly. Teachers’ digital competences are therefore the centre to bridging the digital divide and achieving inclusive, quality education, particularly in under-resourced regions. When teachers lack digital skills, the potential of ICT to enhance learning remains untapped, further widening the equity gap between schools in more developed areas and those in areas like Fako Division. One of the limitations of existing digital literacy programs is their generic nature. Many training modules adopted from international organizations do not consider the sociocultural, infrastructural, and pedagogical contexts of the areas where they are implemented (Unwin, 2008). This study responds to that gap by exploring localized strategies that are specifically tailored to the needs and challenges of teachers in Fako Division. Localization in this context refers to the design and delivery of digital literacy programs that take into account the local infrastructure, available technology, language preferences, pedagogical practices, and policy frameworks. Understanding how localized strategies can enhance digital literacy, is key to ensuring that digital inclusion becomes a reality for all teachers regardless of geographic or socio-economic status. This is why this paper provides findings aimed at the following objectives; a) To critically evaluate digital literacy competences of secondary school teachers in Fako Division. b) To investigate constraints that impedes digital literacy development among secondary school teachers in Fako Division. International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 335 c) To formulate evidence-based, context-specific strategies for improving digital literacy among secondary school teachers in Fako Division. This study is both timely and necessary, especially in the post-COVID-19 era where hybrid and online learning models are increasingly becoming the norm. Teachers must be digitally competent to navigate these models and deliver quality education. In focusing on Fako Division, the study addresses a critical gap in the literature and practice by proposing context-sensitive solutions that can ameliorate educational policy and improve the digital readiness of Cameroon’s teaching workforce. Digital Literacy of Secondary School Teachers in Fako Division Digital literacy has emerged as an essential competency for 21st-century educators, as it enables teachers to integrate technology into teaching, enhance student engagement, and contribute to overall educational quality. According to Ng (2012), digital literacy encompasses more than just technical skills-it includes cognitive and socio-emotional dimensions that enable individuals to navigate, evaluate, and create information using a range of digital technologies. For teachers, this means developing a blended skill set that includes pedagogical, technological, and content knowledge (Mishra & Koehler, 2006). As education systems worldwide em race digital transformation, teachers’ digital literacy becomes increasingly critical, especially in developing contexts where technological divides remain evident. In many developing countries, including Cameroon, teachers are often expected to integrate digital tools into their instruction with minimal training and insufficient infrastructure. Despite national policies that promote Information and Communication Technology (ICT) integration in education, implementation often falls short due to systemic constraints such as inadequate funding, outdated curricula, poor internet connectivity, and electricity shortages (Tchamyou, 2017). In the Cameroonian context, the Ministry of Secondary Education has made strides in introducing ICT education in schools, yet the challenges of implementation remain substantial, particularly in rural and semi-urban settings such as Fako Division. The gap between policy and practice often leaves teachers ill-equipped to leverage digital resources for effective pedagogy (Tandio & Mbangwana, 2020). The Technological Pedagogical Content Knowledge (TPACK) framework proposed by Mishra and Koehler (2006) is widely used to conceptualize the knowledge teachers need for integrating technology into their practice. It asserts that teachers must develop an understanding of the intersection between technology, pedagogy, and subject content to use digital tools meaningfully. In Cameroon, however, few teacher training programs are built explicitly around this framework, limiting its practical application. S imilarly, UNESCO’s ICT Competency Framework for Teachers provides a comprehensive guide on ICT skills development across three stages: technology literacy, knowledge deepening, and knowledge creation (UNESCO, 2018). Despite this, many Cameroonian teachers are still at the foundational level of technology literacy, with limited access to resources and professional development opportunities (Ngwa & Nchunge, 2020). Constraints of Digital Literacy Development among Secondary School Teachers in Fako Division In the broader Sub-Saharan African region, barriers to digital literacy development among teachers are consistent and well documented. According to Tella (2021), infrastructural International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 336 limitations, lack of relevant teacher training, and negative attitudes toward technology use significantly impede ICT integration. A study by Musibau et al. (2022) observed that even in urban schools, some teachers demonstrate resistance to using technology due to fears of irrelevance, obsolescence, or simply lack of confidence. Moreover, gender disparities and unequal access to resources often compound these barriers, with female teachers facing more significant challenges in acquiring digital skills due to social and institutional biases (Akpan & Beard, 2021). In Cameroon, these Regional and National trends are evident. For instance, divisions such as Fako is a semi-urban and coastal region with a mix of government and mission schools, many of which struggle with underfunding and limited technological resources. While the city of Buea-Fako’s capital-hosts the University of Buea and is relatively better resourced, secondary schools in Tiko, Limbe, and Muyuka often lack reliable internet, functional computer labs, and trained ICT facilitators. Teachers frequently rely on personal devices for digital tasks and report difficulties in accessing updated software and learning platforms (Fonkem & Mforteh, 2023). These challenges underscore the need for localized strategies tailored to the socio-economic realities of Fako’s educational ecosystem. Evidence-Based L ocal Strategies to Improve Teachers’ Digital Literacy in Fako Division Localized strategies are increasingly being recognized as a means to bridge the digital divide in education. Community-based training initiatives that involve local stakeholders and leverage indigenous knowledge have been shown to improve teacher ICT skills in similar contexts across Africa (Chigona et al., 2019). In Fako, a bottom-up approach involving school administrators, local councils, and non-governmental organizations could facilitate context-sensitive training programs that respond to the actual needs of teachers. Additionally, establishing public-private partnerships may help mobilize resources such as internet connectivity, computers, and learning management systems. Successful models from Ghana and Kenya show that local partnerships can result in long-term investments in digital infrastructure and teacher capacity building (Boakye & Banini, 2021). Policy implementation also remains a critical area for improvement. Although Cameroon has developed national ICT policies, including Vision 2035 and the e-Education Strategy, these documents often lack actionable steps at the school level. For effective policy translation, there must be a feedback loop that allows educators and school heads to communicate ground-level challenges to policymakers. Capacity building programs should not only focus on technical skills but also include digital pedagogy and strategies for critical media literacy, ensuring that teachers can integrate ICT meaningfully rather than mechanistically (Nzomo & Orodho, 2014). Additionally, mentorship programs can foster peer learning among teachers, allowing experienced educators to support others in integrating digital tools in their teaching practices. Ultimately, the literature reveals that enhancing teacher digital literacy in areas such as Fako Division requires a multi-pronged approach involving policy reform, infrastructure development, context-specific training, and community engagement. While frameworks such as TPACK and UNESCO’s ICT Competency Model provide valua le guidance, they must e adapted to local realities. Cameroon’s efforts to develop a digitally competent teaching force must be matched with sustained investments and grassroots-level interventions. International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 337 Teachers in Fako Division are not passive recipients of technology but key agents of change whose empowerment can catalyze broader educational transformation. Research Methodology Research Design This study adopted a descriptive survey design using a purely quantitative approach to assess the level of digital literacy among secondary school teachers in Fako Division, Southwest Region of Cameroon. This method was considered appropriate because it enabled the researcher to gather factual, quantifiable data from a defined group of participants in order to describe current conditions and identify patterns across variables (Creswell, 2014). The aim was to provide an evidence-based understanding of digital literacy levels, barriers, and localized strategies adopted by teachers in a technologyevolving educational environment. Study Area The research was conducted in Fako Division, located in the Southwest Region of Cameroon. The division is composed of six sub-divisions: Buea, Limbe I, Limbe II, Limbe IIIWest Coast (Idenau), Tiko and Muyuka, Fako serves as both an administrative and academic hub, with Buea as the regional capital and home to the University of Buea, a center of educational innovation. Despite the growing integration of digital technologies in education, many schools in this division, particularly those in rural and semi-urban areas, continue to face challenges in digital integration. The disparity in infrastructure, digital exposure, and institutional support highlights the need to s tudy teachers’ digital literacy within this context. Study Population and Sampling Using a simple random sampling technique, necessary to ensure that every teacher had an equal chance of being included, thereby enhancing the reliability and generalizability of the results (Kumar, 2019). A total of 317 teachers were sampled and surveyed, using the Krejcie and Morgan sampling table from an initial population of 1775. Government secondary schools were randomly selected from various zones of the division using a paper basket method, where for each subdivision, names under were written on a ballot paper, shaken and half selected, ensuring the inclusion of both urban and rural areas to capture a wide spectrum of digital literacy experiences. Instrumentation Data were collected using a structured, closed-ended questionnaire designed to explore key aspects of digital literacy. The questionnaire was developed and adapted to reflect the Cameroonian context. It included five major sections; demographic data, access to digital infrastructure and resources, digital competence and skill levels, perceived challenges to digital literacy, utilization and awareness of localized strategies. All questions were formatted using a five-point Likert scale ranging from “Strongly Disagree” to “Strongly Agree” , allowing for standardized data interpretation. To ensure content validity, the instrument was reviewed by two experts in ICT education and educational measurement from the Department of Educational Foundations and Administration, Faculty of Education of the University of Buea. Their feedback helped refine question wording and ensure cultural and contextual relevance. A pilot study was conducted with 10 teachers in non- International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 338 sampled schools within the Southwest egion. The Cron ach’s alpha for the instrument was 0.898, confirming its high internal reliability (Taber, 2018). Data Analysis The collected data were cleaned and coded in SPSS (Statistical Package for Social Sciences) version 25.0. Descriptive statistics, including frequencies, percentages, means and standard deviations were used to summarize responses and answer the research questions. The data provided insights into the distribution of digital competences and perceptions of technological integration challenges among secondary school teachers in the division. Findings Fako Secondary School Teachers’ Socio-demographic Characteristics Table 1: Fako Secondary School Teachers’ Socio-demographic Characteristics Variable Category Frequency (n) Percentage (%) Kruskal-Wallis H Test H Statistic pvalue Interpretation Gender Male 155 48.90% 0.05 0.82 Not significant Female 162 51.10% Age Group 20–29 years 47 14.80% 11.82 0.008* Significant 30–39 years 124 39.10% 40–49 years 91 28.70% 50 years and above 55 17.40% Highest Qualification Grade I Certificate 38 12.00% 9.76 0.02* Significant DIPES I/DIPES II 115 36.30% Bachelor’s Degree 93 29.30% Master’s Degree or higher 71 22.40% Years of Teaching Less than 5 years 62 19.60% 9.44 0.024* Significant 5–10 years 88 27.80% 11–15 years 97 30.60% More than 15 years 70 22.00% School Type Public Secondary School 214 67.50% 2.61 0.12 Not significant Mission/Pri vate School 103 32.50% The information on table 1 reveal a fairly balanced gender distribution among the respondents, with 51.1% female and 48.9% male teachers. The Kruskal-Wallis H test (H = 0.05, p = 0.82) revealed no statistically significant difference in digital literacy scores between male and female teachers, indicating that gender had no notable influence on the digital competencies of participants. Age distribution showed that a majority of respondents International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 339 are in the 30–39-year age range (39.1%), followed by those aged 40–49 years (28.7%). Statistically, a significant difference was found across age groups (H = 11.82, p = 0.008), showing that age significantly affects digital literacy levels among respondents. In terms of qualifications, the majority of respondents held DIPES I/II (36.3%) and Bachelor’s degrees 9. % , while . % held postgraduate qualifications, with majority of respondents (67.5%) coming from public secondary schools, while 32.5% were from private or mission schools. A statistically significant difference in digital literacy scores was found across different qualification levels (H = 9.76 (p = 0.0207), suggesting that academic qualifications influenced respondents’ digital literacy. The majority of respondents (30.60%) had 11–15 years of teaching experience, followed by 27.80% with 5–10 years. Only 19.60% of teachers had less than 5 years of experience, while 22.00% had more than 15 years. Teaching experience significantly influenced digital literacy scores (H = 19.04, p = 0.0003). A significant proportion of respondents (67.50%) were drawn from public secondary schools, while 32.50% taught in mission or private schools. No statistically significant differences were observed across school types (public, private, mission) (H = 2.61, p = 0.1065). Fako Secondary School Teachers’ Digital Literacy Competences Table 2: Fako Secondary School Teachers’ Digital Literacy Competences Digital Competency Indicators ean Standard Deviation (σ) Decision Ability to use basic digital tools (Word, Excel, etc.) 3.7 1 High Competency Confidence in using digital platforms (Zoom, Google Meet) 3.2 1.1 Moderate Competency Familiarity with classroom management tools (projectors, Google Classroom) 2.9 1.2 Moderate Competency Ability to evaluate digital content for teaching 3 1 Moderate Competency Integration of digital tools in lesson planning and delivery 2.8 1.1 Moderate Competency Average Total 3.12 1.08 Low Competency Table 2 reveals that teachers in Fako Division generally have limited skills which hinders their technology implementation in the classrooms as shown by an overall moderate mean score of 3.12 (σ = 1.08), indicating a low level of competence. The highest mean score recorded was 3.70 on ability to use basic digital tools, while the lowest mean scored was 2.8 on integration of digital tools in the lesson planning and delivery. However, 3.2 mean was recorded for confidence in using digital platforms, while 2.9 mean score was recorded on familiarity with classroom management tools and 3.0 mean score recorded on ability to evaluate digital content for teaching.. International Journal of Developmental Issues in Education and Humanities 1(1):332-347 Mbongi et al P a g e | 340 Fako Secondary School Teachers’ Perceived Constraints to Digital Literacy Table 3: Fako Secondary School Teachers’ Perceived Constraints to Digital Literacy Statement ean Standard Deviation (σ) Decision Lack of adequate digital infrastructure hinders my use of technology 4.2 0.85 Strongly Agree Limited ICT training opportunities reduce my confidence in using digital tools 4 0.9 Agree Poor internet connection makes it difficult to access digital content 4.15 0.88 Strongly Agree High cost of acquiring digital devices is a major constraint 3.90 0.92 Agree I feel overwhelmed by the constant evolution of digital technologies 3.85 0.95 Agree There is limited administrative support to encourage ICT integration in teaching 4.05 0.91 Agree There is lack of ICT tools maintenance, management and upgrades 3.6 1 Agree Average Total 4 0.91 Agree Findings on table 3 revealed that teachers in Fako Division experience significant challenges in integrating digital gadgets in to their teaching. With an average mean of 4.00, the overall decision was ‘Agree’, having the most strongly agreed with m ean of . 0 and . in lack of adequate digital infrastructure and poor internet connection respectively. Also, limited ICT training opportunities scored a mean of 4.00, and high cost of acquiring digital devices scored a mean of 3.90. A mean of 3.85 teachers indicated being overwhelmed by the rapid evolution of technologies, while others indicated limited of administrative support with a mean of 4.05. However, 3.60 mean indicated lack of stable internet connections, while mean score of 3.70 recorded statement on limited ICT maintenance, management and upgrades. 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