Advancing knowledge sharing and information literacy in African HEIs: challenges, innovations and future directions

Abstract

Digitisation and knowledge sharing are crucial for improving information access, teaching, and processing in academia, transforming the operations of higher education institutions (HEIs). In Africa, information literacy (IL) plays a vital role in supporting academic, research and administrative functions, especially as technological advancements redefine information access and sharing. IL is increasingly essential for students, faculty, and staff across HEIs, driving institutions to develop professional skills, enhance research, foster innovation, and encourage collaboration in the knowledge economy. This study used a systematic review approach to examine IL challenges and innovations in African HEIs, drawing data from e-journals, peer-reviewed books, and resource articles. An extensive exploratory search was conducted across Google Scholar and Scopus in relation to the topic. Technology Acceptance Model (TAM) was adopted for this study. The study highlighted a critical gap: the absence of a unified framework that merges traditional KS with digital practices. This underscores the need for a balanced approach, where traditional methods are complemented, not replaced, by digital solutions, enhancing accessibility, knowledge storage and productivity. The study recommends steps to strengthen digital literacy, KS encourage cross-continental collaboration and establishes a resilient IL foundation responsive to global educational demands.