Assessing the digital readiness of academic staff in the Faculty of Health and Environment Sciences at Central University of Technology

Abstract

This study examines the digital readiness of academic personnel in the Faculty of Health and Environmental Sciences at the Central University of Technology (CUT) in South Africa against the backdrop of swift technological progress and the increasing necessity for digital transformation in educational institutions. Utilising the Technology Acceptance Model (TAM), the study examines three essential elements: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioural Intention to Use (BI) with CUT Digital Tools implemented to improve teaching and learning.

A quantitative research approach was employed, utilising a structured questionnaire to collect data from academic staff of varying ranks and experience levels. Data analysis, conducted using SPSS, included descriptive and inferential statistics to examine differences in perceptions based on academic rank and years of experience. Results indicate that senior academic staff and those with more experience generally perceive digital tools as beneficial and easy to use. They are more inclined to integrate these tools into their academic activities. Conversely, junior and part-time staff and those with fewer years of experience display more neutral or negative attitudes, particularly regarding the ease of use and intention to adopt these tools regularly.

These findings highlight a potential gap in digital readiness within the faculty, suggesting a need for targeted support and training initiatives to improve digital adoption across all academic ranks and experience levels. The study concludes with recommendations to enhance digital readiness through structured training programs, onboarding support for new staff, and collaborative efforts between the Centre for Innovation in Learning and Teaching (CILT) and ICT support units. This research provides valuable insights for CUT and other higher education institutions aiming to foster digital competency among their faculty members, ultimately supporting a successful digital transformation aligned with the demands of the Fourth Industrial Revolution.