Navigating Digital Literacy Skills within the Public Sector in Tanzania: A Gap to Achieve Sustainable Digital Economy

Abstract

This study explores the digital literacy skills of public sector employees in Tanzania and examines how education levels and internet connectivity influence digital skills development. The research investigates the role of digital literacy in supporting a sustainable digital economy. A cross-sectional survey collected data from 594 employees across various public service institutions. A structured questionnaire assessed digital skills such as communication, creativity, critical thinking, information management, and problem-solving. The data were analyzed using descriptive statistics and the Partial Least Square Structural Equation Modeling (PLS-SEM) was used to identify the relationships between the variables. The findings reveal that employees with tertiary education and regular internet access demonstrated significantly higher proficiency in advanced digital skills. Education and internet access emerged as key factors supporting the development of these skills. Additionally, advanced digital skills such as information skills, critical thinking, and creativity were found to significantly impact the fostering of a sustainable digital economy. This study highlights the need for targeted educational programs and improved digital infrastructure to bridge the digital literacy gap in Tanzania's public sector. The results provide valuable insights for policymakers aiming to enhance the effectiveness of public services through digital transformation and contribute to the broader discourse on sustainable digital economies.