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Impact of Technology Access on Youth Innovation Capabilities Among Young People in Bungoma South Sub-County
Subject area: Arts, Social Sciences and Humanities · Area of research: Psychology
Abstract
This study examines the state of digital literacy and its impact on youth innovation in Bungoma South Sub-County, Kenya. Using a mixed-method approach, the research investigated technology access patterns, digital skills development, and innovation outcomes among youth aged 15-35 years. Data was collected from 384 youth participants, 24 instructors, and 16 administrators through surveys, semi-structured interviews, focus group discussions, and observational assessments. The findings reveal that while mobile device penetration is relatively high (68.5% smartphone access), significant gaps exist in advanced digital skills, with only 11.8% of youth achieving intermediate programming proficiency. The study identified critical barriers including limited infrastructure (42% 4G coverage), inadequate training resources, and funding challenges (78.5% reporting access difficulties). However, successful digital literacy programs demonstrated substantial positive outcomes, with participants experiencing a 45.2% increase in income levels and improved employment rates (23.3% increase). AgriTech and EdTech initiatives showed particularly promising results, with sustainability rates of 35.7% and 31.3% respectively. The research contributes to understanding the relationship between digital literacy, youth innovation, and economic development in rural and semi-urban contexts, offering evidence-based recommendations for policy makers, educational institutions, and community stakeholders. These findings inform strategies for enhancing digital literacy and fostering youth innovation in similar developing regions.
Keywords
Impact, Technology Access, Innovation Capabilities, Young People
References
[1] African Development Bank. (2023). Digital skills and entrepreneurship development in Africa: Trends and prospects. African Development Bank Group Publishing.
[2] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
[3] Communications Authority of Kenya. (2023). ICT access gaps study report 2022/23. Government Printer.
[4] International Telecommunication Union. (2023). Measuring digital development: Facts and figures 2023. ITU Publications.
[5] Kenya Innovation Agency. (2023). State of innovation report: Focus on digital transformation. Government Printer.
[6] Kumar, S., & Singh, M. (2023). Digital literacy programs in developing countries: A comparative analysis. Journal of International Development, 35(4), 589-604.
[7] Martin, A., & Grudziecki, J. (2020). Digital literacy and the digital divide: Contemporary perspectives. Journal of Information Technology Education, 19, 201-220.
[8] Norris, P. (2001). Digital divide: Civic engagement, information poverty, and the Internet worldwide. Cambridge University Press.
[9] Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
[10] UNESCO. (2022). Digital literacy global framework. UNESCO Institute for Statistics.
[11] World Bank. (2023). Digital skills report: Bridging the digital divide in developing nations. World Bank Publications.
[12] Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper and Row.
How to cite this paper
@article{1706904,
author = {Florence Wanjala},
title = {Impact of Technology Access on Youth Innovation Capabilities Among Young People in Bungoma South Sub-County},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {8},
number = {7},
pages = {246-253},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1706904.pdf},
abstract = {This study examines the state of digital literacy and its impact on youth innovation in Bungoma South Sub-County, Kenya. Using a mixed-method approach, the research investigated technology access patterns, digital skills development, and innovation outcomes among youth aged 15-35 years. Data was collected from 384 youth participants, 24 instructors, and 16 administrators through surveys, semi-structured interviews, focus group discussions, and observational assessments. The findings reveal that while mobile device penetration is relatively high (68.5% smartphone access), significant gaps exist in advanced digital skills, with only 11.8% of youth achieving intermediate programming proficiency. The study identified critical barriers including limited infrastructure (42% 4G coverage), inadequate training resources, and funding challenges (78.5% reporting access difficulties). However, successful digital literacy programs demonstrated substantial positive outcomes, with participants experiencing a 45.2% increase in income levels and improved employment rates (23.3% increase). AgriTech and EdTech initiatives showed particularly promising results, with sustainability rates of 35.7% and 31.3% respectively. The research contributes to understanding the relationship between digital literacy, youth innovation, and economic development in rural and semi-urban contexts, offering evidence-based recommendations for policy makers, educational institutions, and community stakeholders. These findings inform strategies for enhancing digital literacy and fostering youth innovation in similar developing regions.},
keywords = {Impact, Technology Access, Innovation Capabilities, Young People},
month = {January},
}