Undergraduate students’ ICT competencies at the university of Dar es Salaam

Purpose This study investigated the information and communication technology (ICT) competencies for digital inclusion among first-year undergraduate students at the Mwalimu Julius Nyerere Mlimani Campus, University of Dar es Salaam. The specific objectives were to assess existing ICT skill levels, digital inclusion levels and identify challenges affecting the acquisition of these competencies. Methodology Data were collected through questionnaires, interviews and simple test methods and stratified sampling technique was used to select 286 respondents. Quantitative data were analyzed using SPSS version 21, while qualitative responses underwent content analysis. Results The findings revealed that students display diverse levels of proficiency in ICT, with enhanced capabilities in file management, email, social media, fundamental computer tasks and word processing, while demonstrating comparatively lesser skills in utilizing spreadsheets, internet use, presentation and web 2.0 applications. The findings further indicated that the digital inclusion level among first-year undergraduate students is moderate, notable for proficiency in basic computer applications, yet limited in lifelong learning support, availability of ICT training efforts, and capability to respond to emerging technological trends. Findings also revealed that acquisition of ICT competence encounter challenges including limited access to training opportunities, time constraints, affordability barriers, and negative attitudes towards ICT. Conclusions The study concludes that first-year undergraduate students possess diverse ICT competencies within the cohort, marked by a considerable proficiency in essential applications and a moderate level of digital inclusion. Overall, the study concludes that students possess foundational digital skills but the existence of challenges hinders fully digital inclusion. Recommendations It is recommended that the university should enhance it programs, requiring a coordinated, inclusive, and context-sensitive approach for the development of ICT competencies to align with the evolving technological exigencies and principles of digital inclusion.