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Abstract
Digital literacy skills are increasingly being emphasized across all levels of Ghana’s education system as part of the 2019 educational reforms. Given the growing relevance of digital competence in early childhood education, both public and private preschools are expected to provide enabling environments for digital learning. However, before teachers can promote these skills, the digital resources must be available. This study assessed the state of available resources for developing learners’ digital literacy skills in Ghanaian public and private preschool settings. A quantitative comparative design was adopted, involving 69 teachers from public schools and 45 from private schools in the Effutu Municipality. Stratified random sampling was used to select these teachers. Data were analyzed using frequencies, percentages, mean scores, standard deviations, and independent samples t-tests. The findings revealed that public preschools are generally under-resourced, with most devices either unavailable, spoilt, or insufficient. In contrast, private preschools were moderately resourced, with mobile phones, smart TVs, and laptops being the most accessible. However, critical tools such as tablets and internet connectivity were still lacking in both school types. The independent samples t-test revealed a statistically significant difference between public and private preschools in the availability of digital resources. The study concludes that although private preschools appear better equipped, both settings face challenges in fully promoting digital literacy. It is therefore recommended that proprietors and the Effutu Education Directorate make deliberate efforts to improve resource allocation and digital infrastructure in preschools to promote equitable access to digital literacy development from the early years.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
MEDITERR J SOC BEH RES, Volume 10, Issue 2, November 2026, 81-89
https://doi.org/10.29333/mjosbr/19296
Publication date: 20 Sep 2026
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