Social Cognitive Theory and Digital Skills Acquisition: A Case of Young Women at a Teacher‘s College in Harare

Abstract

This study investigates the relevance of the Social Cognitive Theory (SCT) (developed by Albert Bandura, 1986) in digital skills acquisition among young women at a teachers' college in Harare, Zimbabwe. The digital divide disproportionately affect young women in developing countries, including Zimbabwe, who face significant barriers to accessing digital technologies and acquiring digital literacy. Employing a mixed-methods approach, the research explore how observational learning, reinforcement, and self-efficacy influence digital skills acquisition, while also identifying the challenges encountered by these student teachers. A survey was administered to 200 young female student teachers, supplemented by semi-structured interviews with 20 of the selected participants. The findings indicate that observational learning, reinforcement, and self-efficacy play crucial roles in the acquisition of digital skills. Observational learning, where students acquire skills by observing peers and instructors, was reported by 80% of the participants. Positive reinforcement from instructors and peers significantly motivated 75% of the participants, while 90% believed in their ability to acquire digital skills, highlighting the importance of self-efficacy. Challenges identified included limited prior experience with digital technologies, time constraints, lack of instructor support, self-doubt, and insufficient home support. The study concludes that a comprehensive approach, incorporating SCT principles and addressing these challenges, is essential to enhance digital literacy among future female educators in Zimbabwe.