This paper explores how digital capacities influence cognitive processes and metacognitive development among African scholarship recipients. Employing a structured sequential mixedmethods approach, it intertwines quantitative data from a tracer study with qualitative insights from interviews, capturing the experiences of secondary and tertiary African scholarship recipients and educators. Despite barriers to digital infrastructure, interviewees have a high appetite for new technology. However, these barriers impede the transformative potential that new smart technologies offer Africa's graduates. By analysing the data through the Navigational Capacities Framework, the study identifies the cognitive processes and metacognitive developmental areas that must be nurtured for the collective benefit of Africa's students and graduates. Quantitative data was collected through national call centres and online platforms, while qualitative data comprised Individual Informant Interviews and Key Informant Interviews. Both data sets were analysed using univariate, bivariate, and thematic analysis methods. The findings underscore the critical role of digital capacities in navigating one���s path through the digital economy. This involves advocating for collaborative efforts to bridge the digital divide and promote digital justice. This research contributes to understanding the pivotal role of digital empowerment in shaping the future of African Youth, advocating for strategic interventions to enhance their digital literacy and capabilities.
Human Sciences Research Council (Fri,) studied this question.
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