NEMISA DigitalSkills 2024: Editor's Preface

The NEMISA Digital Skills 2024 Summit and Colloquium brought together a broad spectrum of perspectives and expertise, fostering a collaborative environment conducive to impactful discourse and innovation in the realm of digital skills. The Summit and Colloquium provided a dynamic platform for scholars, professionals, and practitioners to converge and explore the multiple dimensions of digital skills within contemporary society. 

This year, an impressive 42 scholarly submissions were received, and each was rigorously blind and peer-reviewed by at least two reviewers. The stringent selection criteria resulted in accepting 18 submissions as full research papers and 11 as abstracts and/or posters. The 18 papers represented five unique tracks around digital skills: AI and Education in the Digital Age, Data Analytics and Public Health, Digital Skills and Rural Development, Impact of Technology on Media and Employment, and Software and Technology Impact

In the track on AI and Education in the Digital Age, the discussion unfolded around integrating artificial intelligence in educational settings, highlighting the potential and challenges associated with its adoption. The research conducted by Mmakwati Papo and Hlozi Gift Maluleke at the University of Limpopo provided an in-depth examination of how digital skills and AI technologies could converge to significantly improve educational outcomes and align with labour market demands within the Polokwane municipality. Their findings reveal the necessity for educators and students to possess robust digital skills, enabling them to harness AI tools effectively and foster a learning environment that is innovative, responsive, and relevant to the needs of the digital age.

Building on this foundation, Nosipho Mavuso and Olutoyin Olaitan from Walter Sisulu University offered a critical analysis of the readiness of South African higher education institutions to integrate AI into their curricula and institutional frameworks. Their study illuminated the gap between current educational practices and the emerging demands of a technologically driven future, arguing for comprehensive reforms that embed digital skills and AI comprehension at the core of educational experiences.

Further enriching the discourse, Asandiswa Diko and Vusumzi Funda's investigation into the institutional readiness for AI adoption across South African higher education sectors added another layer of insight. Their research addressed the multifaceted challenges that institutions face, including financial constraints, the need for specialized expertise, and the overarching necessity for systemic changes in pedagogical approaches to accommodate AI integration. By identifying key factors that influence AI readiness, such as infrastructure, faculty training, and curricular adaptation, Diko and Funda's study provides a critical roadmap for educational leaders seeking to navigate the transition toward AI-enhanced learning environments.

The Data Analytics and Public Health track, featuring researchers like Khulekani Mavundla and Surendra Thakur from Durban University of Technology, emphasized the application of data analytics in the health sector, particularly in enhancing strategies for health insurance cross-selling. Nomfezeko Ntika and Wallace Chigona investigated the factors affecting trust in government digital services in South Africa. Their analysis provides critical insights into how digital skills among government employees and the general public can influence the perception and efficacy of digital government services. Understanding these dynamics is vital for improving digital service delivery and fostering public trust, underscoring the role of digital literacy in enhancing transparency, efficiency, and engagement in the public sector.

In the Digital Skills and Rural Development track, the essential role of digital literacy and technology access in underpinning socioeconomic progress and resilience across various communities, particularly in rural and under-resourced regions, was thoroughly examined. The track featured a comprehensive analysis from multiple research teams, each contributing unique perspectives on the challenges and opportunities associated with digital transformation in these areas. The detailed study by Fallo Khanye, Renette Blignaut, Julia Keddie, and Humphrey Brydon from the University of the Western Cape offered an insightful look into how smartphone usage data can inform strategies for digital inclusion. By dissecting digital behaviour and access patterns, they provided a framework for enhancing digital engagement that transcends mere access, focusing on effective utilization of technology to elevate the quality of life and economic prospects in rural communities.

Caroline Magunje and Wallace Chigona's work focused on the critical domain of cybersecurity in education, emphasizing the necessity for a dual approach that enhances digital infrastructures while fostering essential cybersecurity competencies. Their research signals a call to action for safeguarding educational environments, particularly in areas where resources are scarce, thereby advocating for a holistic approach to digital education that integrates safety and literacy. James Lentsoane, Hope Makuwa, and Ntjeketli Phooko explored the digital skills landscape in Limpopo, identifying significant policy and implementation gaps that hinder the region's digital skill development. Their analysis of the South Africa Connect initiative offers a poignant critique of current policy frameworks, underscoring the urgent need for pragmatic and actionable strategies that address the real-world complexities of improving digital literacy and access. Enhle Zandile Yvonne Kheswa and Zama Dlamini's assessment of technology access in KwaZulu Natal (KZN) provides a broader perspective on the infrastructural and skills related challenges prevalent in South Africa's public sector. Their comprehensive evaluation of ICT infrastructure across KZN highlights profound disparities that impact service delivery and digital skills acquisition. The research underlines the necessity for strategic investments in infrastructure and targeted skills development initiatives, aiming to democratize technology access and enhance digital competencies across diverse sectors and communities.

Naledi Pila, Melody Madzivanyika, Bonginkosi Brutas Hlophe, and Tlou Meso studied the pivotal role of digital literacy in fostering youth employment within South Africa's textile industry, underscoring digital skills as not merely beneficial but essential for youth to secure and excel in contemporary job roles. Their research provides a critical examination of how the textile industry, a significant sector within South Africa's economy, is increasingly contingent on digital literacies. As the industry evolves, embracing technological advancements and digital integration, the demand for a workforce adept in these competencies escalates. The study articulates that digital literacy transcends basic technological knowhow; it encompasses a suite of skills enabling youth to engage innovatively and effectively in digital environments, thereby enhancing their employability and potential for career progression in the textile sector. Pila and colleagues highlight a crucial dynamic: the intersection of digital literacy and youth empowerment. They argue that equipping young individuals with digital skills is a form of empowerment, enabling them to navigate and succeed in the digitized workspace. Their findings suggest a significant correlation between digital literacy and employment opportunities in the textile industry, positing that digital competencies are instrumental in transforming the employment landscape for youth, particularly in sectors undergoing digital transformation. Their research advocates for the integration of digital literacy into educational and vocational training frameworks, emphasizing the need for systemic changes to prepare the youth for future work environments. By fostering digital literacy, the educational system can play a fundamental role in bridging the gap between traditional schooling and the demands of modern industries, thus facilitating smoother transitions from education to employment.

Natasha Katunga, Carlynn Keating, and Sive Mange offered a nuanced view into human capital development amidst the backdrop of the Fourth Industrial Revolution (4IR). Their research addresses the critical demand for digital skills and human capital enhancement within medium sized organizations in South Africa, entities that are integral to the nation's economic fabric and job creation landscape. This study elucidates the challenges and strategies pertinent to digital skills development within the context of South Africa's evolving labour market demands. By examining medium sized organizations, which are vital yet often overlooked players in the economic system, the research highlights their role in nurturing the digital competencies essential for the 4IR. The findings reveal a varied landscape of digital skills training and development practices, emphasizing that while some organizations are making strides in integrating digital learning, many face obstacles such as limited resources, insufficient awareness, and organizational inertia. The significance of this research extends to its implications for youth employment and skills development. Katunga, Keating, and Mange pinpoint the disconnect between the digital skills offered by educational institutions and those demanded by the modern workplace. They advocate for a more cohesive approach to digital skills development, emphasizing the synergy between technical and soft skills to prepare young South Africans for the digitalized economy.

Moses Sithole, Azikiwe Agholor, Nomzamo Msweli, and Trevor Morepje focused on the integration of Artificial Intelligence (AI) within the agricultural sector—a key economic and employment cornerstone in the context of the Fourth Industrial Revolution (4IR). Their research delves into the transformative potential AI holds for agricultural advisory services, highlighting how these technologies can streamline processes ranging from crop yield prediction to pest management, thereby enhancing productivity and sustainability. The study underscores the significant role that AI can play in reducing production costs, increasing efficiency, and improving access to agricultural advisory services (AASs), especially in regions where such advancements can dramatically alter the agricultural landscape. It points out the necessity of embedding digital skills within this sector, not only to operate these AI systems effectively but also to ensure that the workforce is prepared to leverage such technologies responsibly and innovatively. Furthermore, Sithole and colleagues call attention to the broader socioeconomic implications of AI in agriculture, suggesting a potential ripple effect on employment creation and GDP growth in developing countries. They advocate for a closer examination of how youth engagement in agriculture, coupled with AI and digital technology, can be harnessed to foster economic development while also addressing ethical considerations to ensure that these technologies are implemented sustainably and equitably.

The Impact of Technology on Media and Employment track scrutinized the evolving nexus between technology and the media industry. The collective work of Naomi Isabirye, Lateef Amusa, Trevor Rammitlwa, and Hossana Twinomurinzi analysed the job susceptibility of content creators in a digitizing landscape, stressing the urgency for media professionals to adapt by acquiring relevant digital skills. This adaptation is vital for navigating the digital transformations reshaping media production and consumption, further highlighted by Reginald Fick's exploration of community radio's digital transition, indicating broader implications for employment and skills development in the media sector.

The Software and Technology Impact track, with contributions from Annette Mangena and Prisca Sithole of the University of Cape Town, interrogated the implications of digital tools like robo-advisors in financial decision-making. Their research underscores the necessity for financial professionals to develop digital competencies to engage effectively with AI driven tools. The macroeconomic analysis by Dino Giovannoni, Evert Philip Knoesen, and Jan Mentz further broadens the discourse, illustrating how digital skills influence employment dynamics within the context of technological adoption, emphasizing the cross sectoral imperative for digital literacy to navigate and thrive in the digital economy.