Abstract
This study evaluates digital literacy skills among students in tertiary institutions in the southern geopolitical zone of Nigeria. The research focuses on two universities: the University of Calabar and the University of Port Harcourt, specifically within their Departments of Tourism and Hospitality Management. Data collection was conducted using an electronic questionnaire administered via an online survey platform. The findings indicate that major emerging trends in digital literacy skill requirements among tertiary institution students include improved information retrieval, Artificial Intelligence (AI) and machine learning, data science and analytics, and cybersecurity. The study also revealed that these digital literacy skills significantly impact students’ learning outcomes by enhancing information retrieval, expanding access to educational research, increasing collaboration and communication, and facilitating feedback and assessment. Additionally, inquiry-based learning, multimedia presentations, and flipped classroom approaches were identified as the most effective methods for integrating digital literacy skills in tertiary institutions. However, the study also highlighted significant challenges, such as the digital divide, the complexity of digital tools, and limited access to technology. To address these issues, it is essential to provide enhanced digital tools, adequate access to technology, and effective digital literacy training for students in tertiary institutions. Therefore, an effective mechanism is needed to overcome the challenges associated with mastering digital literacy skills among students in tertiary institutions.
Keywords: Emerging Trends, Digital Literacy, Geopolitical Zone, Literacy Skills, Tertiary Institution.