Strategic approaches for enhanced digital scholarly publishing and digital literacy in African academic and research institutions: A systematic review (2000–2024)

This study examined trends, barriers, and strategic approaches to enhance digital scholarly publishing and digital literacy in African academic and research institutions. A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. A total of 954 records were initially identified from databases including Education Resource Information Centre (ERIC), Web of Science, and from Scopus, Google Scholar, PubMed, data sources in Publish or Perish software. After screening, 64 studies published between 2000 and 2024 met the inclusion criteria. Findings indicate growing scholarly interest, with publication peaking in 2024 (12 studies; 18.8%). Nigeria contributed the most studies (13; 20.3%), followed by South Africa (11; 17.2%) and Kenya (8; 12.5%). Most studies employed qualitative designs (13; 20.3%), using questionnaires (14; 21.9%) and interviews (10; 15.6%). University faculty and staff were the most studied group (8; 12.5%). Key barriers included low visibility of African research (39; 60.9%), lack of institutional support (38; 59.4%), and limited awareness of publishing opportunities (35; 54.7%). Infrastructure challenges such as under-resourced universities (34; 53.1%) and limited digital access (33; 51.6%) were prevalent. Digital literacy issues focused on limited professional development (24; 32.8%). Strategic interventions emphasized digital skills training (24; 37.5%), policy development (22; 34.4%), improved internet access, and international collaboration (19 each; 29.7%). This review underscores the need for targeted investment, supportive policies, and international partnerships to strengthen Africa's digital research landscape. Addressing these challenges can bridge the digital divide, enhance scholarly output, and elevate African contributions to global academic discourse.