Enhancing Digital Literacy for Learners in Inclusive Primary and Secondary Education in Lesotho

Abstract

Digital literacy is a vital skill for empowering diverse learners in a digitally inclusive education environment. It encompasses the proficiency to utilise, gauge, and interact with technological tools, ranging from fundamental operations such as emailing to more intricate activities. In 2021, the Ministry of Education and Training in Lesotho implemented the Lesotho Basic Education Curriculum Policy (LBECP) to improve digital literacy in primary and secondary schools. Teachers are key to imparting these skills; however, many lack familiarity with digital literacy practices, negatively impacting learner education. This study aims to enhance digital literacy in inclusive education in Lesotho. It involved two rural schools, primary and secondary, with three teachers and principals. Participants took part in semi-structured interviews about their digital literacy practices. The qualitative case study grounded in Bloom’s Digital Taxonomy revealed that teachers are not adequately prepared to utilise digital literacy, which hinders curriculum implementation. Additionally, the lack of technological tools like computers and smartphones and inconsistent electricity complicates this issue. Teachers emphasised that the Ministry of Education and Training should allocate essential resources to every school, ensuring that diverse learners have access to the quality education they deserve. A nationwide study to support the effective implementation of the Lesotho Inclusive Education Policy 2018 is recommended to improve digital literacy for diverse learners in primary education.