Comparative Analysis of Digital Literacy Skills Among Agricultural Science Students in Urban and Rural Areas

Thesis Abstract

The rapid integration of digital technologies into agricultural education underscores the necessity to evaluate digital literacy competencies among students from varying socio-geographical contexts, particularly in urban and rural environments. This study addresses the critical gap in understanding how access to resources, infrastructural disparities, and socio-economic factors influence the digital literacy skills of agricultural science students, which ultimately impacts their capacity to adopt innovative agricultural practices and participate effectively in a knowledge-driven economy. The primary aim of the research is to conduct a comparative analysis of digital literacy skills among agricultural science students in urban and rural institutions, with specific objectives to identify the levels of digital literacy, examine the factors influencing these skills, and determine the relationship between socio-demographic variables and digital competencies. The study adopts a cross-sectional survey design, guided by the Technological Pedagogical Content Knowledge (TPACK) framework and the Digital Competence Framework for Educators (DigCompEdu) theory. The population comprises 2,500 final-year agricultural science students enrolled in public tertiary institutions across the country, stratified into urban and rural categories. A sample size of 400 students (200 from urban and 200 from rural institutions) was selected using stratified random sampling to ensure representativeness. Data collection was facilitated through a validated structured questionnaire, comprising sections on demographic information, access to digital resources, self-assessed digital literacy skills, and practical assessments of digital capabilities, complemented by focus group discussions with selected students for qualitative insights. The validity of the instrument was established through expert review and pilot testing, while reliability was confirmed via Cronbach’s alpha coefficient of 0.87. Data analysis involved descriptive statistics to profile digital literacy levels, inferential statistics including t-tests and ANOVA to compare urban and rural groups, and multiple regression analysis to identify predictors of digital literacy skills. Thematic analysis was employed to interpret qualitative data from focus groups. It is anticipated that the findings will reveal statistically significant differences in digital literacy competencies, favoring urban students due to better infrastructural facilities and ICT exposure, with factors such as socio-economic status, prior ICT training, and access to digital devices emerging as significant predictors. The study aims to contribute to the growing body of knowledge by providing empirical evidence on the digital literacy disparities between urban and rural agricultural students and by elucidating key determinants influencing these skills. It highlights the importance of tailored interventions to bridge the digital divide in agricultural education that has implications for curriculum development, policy formulation, and infrastructural investments. The main conclusion is expected to emphasize the urgent need for strategic digital literacy enhancement programs in rural institutions, while recommendations include integrating comprehensive ICT training into agricultural curricula, expanding internet access, and fostering community-based digital literacy initiatives. Furthermore, the findings will serve as a basis for policymakers, educational administrators, and extension service providers to design inclusive strategies that promote equitable digital competencies across diverse geographical regions. The study also sets a foundation for future research to explore longitudinal impacts of digital literacy interventions on agricultural productivity and innovation adoption, thereby fostering sustainable agricultural development driven by digitally proficient future farmers.