Theoretical perspectives on digital literacy programs: A comparative study of initiatives in Africa and the United States

This review paper analyses digital literacy programs in Africa and the United States, highlighting the theoretical underpinnings and practical implementations across diverse socio-economic, cultural, and technological contexts. Examining key theoretical frameworks—Technological Literacy, Media Literacy, and Information Literacy—explores how these theories inform the design, execution, and evaluation of digital literacy initiatives. The analysis reveals both region-specific challenges and universal opportunities for enhancing digital literacy, emphasizing the need for contextually adapted, inclusive, and sustainable programs. Insights into policy implications and practical recommendations for practitioners are discussed alongside future research directions to deepen understanding and improve the effectiveness of digital literacy programs globally. This paper underscores the pivotal role of digital literacy in empowering individuals and fostering societal development in the digital age.