Abstract: The purpose of this study was to assess the influence of project environment on adoption of digital tools among banana farmers in Rwanda under ICT4BXW project, Rwanda. This study assessed the influences of digital literacy on adoption of digital tools. System Theory, Lean Theory and Theory of Change grounded the research by employing a descriptive and correlational research design that uses quantitative and qualitative methods. A stratified random sample of 126 respondents was selected from 183 project stakeholders. Percentage of response rate was 79.36% from the sample size. Primary data were collected using structured questionnaires and semi-structured interviews, while secondary data were obtained from project reports, academic publications and analyzed using SPSS version 32, where descriptive statistics, Pearson correlation and multiple regression analysis were analyzed. Pearson correlation showed a strong positive and statistically significant relationship between digital literacy and adoption of digital tools among Rwandan banana farmers under ICT4BXW project with (r = 0.589, p = 0.000). Regression analysis demonstrated that digital literacy with β = 0.516, t =5.38 and p < 0.001 had significant positive influences on the adoption of digital tools The regression model produced an R-value of 0.666 and an adjusted R² value of 0.421, indicating that approximately 42.1% of the variation in the adoption of digital tools was explained by digital literacy. The study concludes that encouraging the long-term adoption of digital tools among banana farmers requires moderate to high-level digital literacy among banana farmers. To improve the adoption of agricultural digital tools in Rwanda, the study suggests that policymakers, extension service providers and development partners invest in training on digital devices and application; improve institutional and extension support systems and expand access to reasonable priced digital services to banana farmers in Rwanda.

Abstract: The digital transformation of higher education has made digital literacy an essential competence for both educators and students. This systematic literature review synthesizes current research (2022–2025) to examine how digital literacy is conceptualized, developed, and integrated within higher education contexts. Guided by the PRISMA framework, 44 high-impact studies from the Scopus database were analyzed through the proposed Teaching Digital Competences (TDC) Framework, which organizes digital literacy into four dimensions: Digital Knowledge and Access, Pedagogical Design and Innovation, Ethical and Critical Engagement, and Reflective and Adaptive Practice. Findings reveal that while digital competence levels are generally moderate, significant disparities exist across institutional, disciplinary, and socio-economic contexts. Digital knowledge serves as a foundational element, but its effective translation into pedagogy requires intentional instructional design, supportive ecosystems, and ethical considerations. The integration of immersive technologies, AI tools, and collaborative platforms shows strong potential to enhance student engagement and higher-order thinking. However, challenges related to equity, cognitive overload, and ethical use of digital tools remain pressing concerns. The review concludes that sustainable integration of digital literacy demands coherent institutional strategies, contextualized professional development, and a shift toward viewing digital competence as a dynamic, reflective practice rather than a static skill set. This paper contributes a structured framework to guide future research, policy formulation, and pedagogical innovation in digitally evolving higher education landscapes.

Abstract: This study investigates the effectiveness of Google Docs for enhancing dissertation supervision at a university in Zimbabwe. It employed the Technology Acceptance Model (TAM) as the framework. The research focused on identifying lecturers’ knowledge gaps and attitudes toward Google Docs integration in the supervision process. A quantitative survey was conducted using Google Forms, targeting faculty members from four departments in the Faculty of Education at a Zimbabwean university. The survey evaluated their familiarity with Google Docs and their views on its ease of use and utility for collaborative writing and feedback. Findings show a positive correlation between perceived ease of use and acceptance of Google Docs, indicating a readiness among lecturers to adopt the tool. However, significant knowledge gaps were found, particularly regarding advanced features that could optimize collaboration and streamline supervision. Although many lecturers acknowledge Google Docs’ benefits, insufficient training and support hinder its effective implementation. The study recommends developing professional training programs to enhance digital literacy among faculty. Addressing these gaps will enable universities to better leverage Google Docs for a more collaborative dissertation supervision process, ultimately enriching academic mentorship in Zimbabwe. This research adds to the literature on technology integration in higher education, especially in contexts where digital tools can address traditional supervisory challenges.