Bridging the Digital Divide: How Student Backgrounds Shape Digital Competency

Why It Matters

The gap in digital literacy among students can impact academic success, particularly for international and widening participation students.

Key Takeaways

• Universities must implement continuous digital literacy assessments to provide timely, targeted interventions.
• Customised support for diverse student groups can help bridge digital skill disparities and improve overall learning outcomes.
• Integrating adaptive digital skills and online resources into curricula can prevent technological stagnation and ensure inclusivity in education.

The Expanding Digital Divide in Higher Education

Digital literacy is essential for academic success, but this study finds a growing gap between students from different backgrounds. Upon entering university, most students start with similar levels of digital competency, but as their studies progress, those from widening participation backgrounds — who may already face socioeconomic barriers — tend to fall behind.

The study highlights how non-widening participants (students not facing socioeconomic disadvantages) gain digital skills faster, while widening participation students struggle to keep up. This suggests that current university support structures may be insufficient in helping these students adapt to evolving digital demands. To close this gap, institutions need targeted strategies such as personalised learning plans, access to digital tools, and structured support systems to ensure that disadvantaged students do not fall further behind.

Digital Skills: How Domestic and International Students Differ

Domestic and international students exhibit distinct digital skill sets, influenced by their educational backgrounds

• Home students (local undergraduates) excel at using ICT for collaboration and advocating for greater digital integration into university learning. This is likely due to their familiarity with national education systems that align with university resources.
• International students tend to be stronger in creative digital tools, such as photo editing and content marketing, yet struggle with self-directed learning and integrating ICT into their academic work.

Given these differences, universities should provide tailored support to each group. Domestic students could benefit from training in creative digital skills, while international students may need greater integration with institutional digital resources to enhance their learning experience. Ensuring that both groups receive targeted digital literacy training can help them adapt and thrive in a rapidly evolving academic environment.

Developing Digital Adaptability: The Role of Online Resources

Customised digital support is crucial in helping students develop adaptability — the ability to navigate and utilise online resources effectively. The study finds that widening participation and international students increasingly rely on online platforms for learning, suggesting that self-directed learning is a critical skill for these groups.

However, simply providing access to digital tools is not enough. Universities should integrate structured digital training into their curricula, ensuring that students are not only familiar with online platforms but also skilled in using them effectively. Encouraging problem-solving and experimentation with digital tools can further help students build confidence and competence in their digital literacy.

Additionally, institutions should consider fostering self-directed learning environments, where students are guided to explore digital tools independently, rather than relying solely on traditional instruction. This can help prepare students for the increasing digital demands of both academia and the workplace.

Business Implications

This research has broader implications for education policy and institutional strategy:

• For Universities: Institutions must move beyond viewing digital literacy as mere access to technology. Instead, they should actively develop students' ability to engage with and navigate digital environments. Support systems must be designed to accommodate the needs of diverse student groups.
• For Policymakers: Educational policies should prioritise digital competency development, particularly for disadvantaged student groups. Digital literacy should be recognised as a fundamental skill necessary for academic success.
• For Employers: Graduates who lack adaptive digital skills may struggle in the modern workforce. Businesses should consider supporting digital upskilling initiatives within universities to ensure that graduates are prepared for digital-first workplaces.

Authors and Sources

Authors: Xin Zhuo (Queen Mary University), Lei Fang (Queen Mary University), and Kumaran RAJARAM (Nanyang Technological University). 

Article Link: DOI: https://doi.org/10.37074/jalt.2025.8.1.22