ABSTRACT This study investigates systemic digital transformation in African higher education as a means of achieving the United Nations' Sustainable Development Goal 4 (SDG4), which seeks inclusive, equitable, high‐quality education and lifelong learning opportunities for all. Drawing on the Diffusion of Innovations and Technological Pedagogical Content Knowledge frameworks, data from 986 students across five African regions were analysed using structural equation modelling to examine how access to technology, institutional support, digital literacy, and online participation influence academic performance. Results show that while access to technology enhances support, literacy, and engagement, it also has a direct negative effect on achievement. Institutional support and online participation mediated positive effects, with gender, region, and educational background shaping these relationships. Female students and those from Central and East Africa exhibited lower levels of digital literacy and achievement, highlighting ongoing equity concerns. The findings emphasise that simply providing technology is insufficient; universities must integrate digital literacy into curricula, strengthen support services, and develop inclusive, mobile‐optimised learning environments. These insights provide evidence‐based guidance for policymakers and institutions aiming to foster digital transformation and realise SDG4 in African higher education.
Kangwa et al. (Mon,) studied this question.