Digital Literacy Integration in Ghanaian Primary Schools: Student Technology Readiness and Usage Efficiency Evaluations

Digital literacy integration in Ghanaian primary schools is a growing area of educational research with increasing importance due to the rapid advancement and adoption of digital technologies in contemporary learning environments. This qualitative study employed a mixed-methods approach involving semi-structured interviews with teachers and students, observations in classrooms, and analysis of digital literacy curriculum materials. Data were collected from ten randomly selected primary schools across Ghana, representing diverse geographical and socio-economic contexts. The findings indicate that while students demonstrated moderate to high levels of basic technological skills (85% proficiency), there was a significant disparity in usage efficiency between urban and rural settings (urban: 70%, rural: 60%). This study highlights the need for tailored digital literacy programmes that address regional disparities, promote equitable access, and ensure technology-driven learning is both accessible and effective for all students. Recommendations include developing localized digital literacy curricula, enhancing teacher training in technology integration, and leveraging community resources to support student learning environments.