Transformative Education in the Digital Age: Evaluating the Impact of Digital Literacy Training on Graduate Employability in Kenya

Abstract

This study aims to investigate the role of training delivery mode in determining the effectiveness of digital literacy training and, consequently, the acquisition of digital competence among university students in Kenya. The rapid adoption of digital technology has changed skill requirements in the labour market, compelling educational institutions to equip individuals with digital competencies. The Technology Acceptance Model (TAM) formed the basis for the convergent mixed-methods approach used in this study. Quantitative data were collected using structured questionnaires from 384 randomly selected final-year students across six universities in Kenya, while qualitative data were collected through interviews with 20 university administrators and 15 human resource managers. Descriptive findings revealed that although 78.4 per cent of students had received formal training in digital technologies, they lacked advanced digital competencies. Moderation analysis showed that blended delivery significantly increased digital competence acquisition (interaction β = 0.178, p = 0.024) and improved employability through enhanced problem-solving skills and effective application of learned skills in the workplace. Qualitative findings indicated that blended learning was preferred because face-to-face interaction facilitated understanding of difficult concepts. The findings demonstrate that training delivery mode moderates the relationship between digital literacy training and competency development, with blended delivery producing better outcomes. The study recommends that universities adopt blended learning models for digital literacy training. It contributes to research by demonstrating that training effectiveness depends substantially on how training