Mapping Digital Literacy Thresholds in South African Higher Education and the Implications for Entrepreneurship Education in an Industry 4.0 Paradigm

This study investigates digital literacy thresholds within South African higher education institutions in the context of Industry 4.0, focusing on entrepreneurship education. The research addresses the critical gap between current digital competencies and Industry 4.0 requirements, challenging assumptions about “digital natives” and examining factors influencing digital literacy development. A qualitative methodology employing semi-structured interviews was conducted with 25 participants, including 11 faculty members and 14 entrepreneurship students from a South African higher education institution. Data underwent rigorous thematic analysis following Braun and Clarke’s six-phase approach. The study revealed significant disparities in digital competencies among both faculty and students, contradicting binary digital native classifications. Key findings identified distinct transformative thresholds separating performative digital interaction from entrepreneurial digital practice, with access, training, and motivation forming interconnected factors in a digital literacy ecosystem. Most participants demonstrated bounded digital fluency limited to familiar environments rather than transferable entrepreneurial capabilities. The research introduces novel theoretical contributions, including “entrepreneurial digital thresholds” and “digital literacy structuration,” advocating for contextually responsive frameworks addressing socioeconomic inequalities. Practical implications include targeted professional development, multidimensional assessments, and policies prioritising equitable digital participation to prepare graduates for meaningful engagement in the global digital economy rather than passive consumption.