STUDENTS' PREPAREDNESS FOR DIGITAL PEDAGOGY IN A DISADVANTAGED HIGHER EDUCATION INSTITUTION IN SOUTH AFRICA: KIRKPATRICK'S EVALUATION MODEL

Abstract

Contemporary youth are frequently characterized as "digital natives" due to their perceived technological proficiency in the artificial intelligence age. This has driven educational institutions to integrate technology into their pedagogical approaches, either fully or in a blended format. However, the current body of research lacks investigation into the impact of self-training, schooling and that provided during orientation at university on students’ preparedness for digital education. Available studies have focused on teachers and workers in the corporate environment. To close the gap, this study adopted the Kirkpatrick's Evaluation Model (KEM) to assess students’ preparedness for the use of Learning Management System (LMS) platforms, such as Blackboard. A closed-response online questionnaire, hosted on Google's platform, formed the basis of data collection from 424 participants at the beginning of the 2025 academic year in a South African university of technology designated as historically disadvantaged institution. The data indicate that, while some participants exhibit technological preparedness and literacy, a significant number equally require substantial training support exceeding the scope of standard university orientation. This imbalance is because of varying students’ schooling and socio-economic backgrounds, which would have disadvantaged students coming from rural areas. The diversity in the technological preparation of new students highlights the critical need for universities to enhance students' technological skills, without generalising their background preparedness, for students’ access and success with artificial intelligence tools as they transition to higher education.