Design Science for Digital Literacy: An Equity-Sensitive Framework for Learning Management System Integration in Resource-Constrained Universities

Khulekani Yakobi^1*Godwin Kaisara²Tabisa Mayisela³

• ¹Mangosuthu University of Technology, Umlazi, South Africa
• ²Namibia University of Science and Technology, Windhoek, Namibia
• ³University of Cape Town, Rondebosch, South Africa

Digital literacy is central to student success in technology-mediated higher education, particularly in resource-constrained environments. This study introduces the Digital Literacy Course for Learning Management Systems (DLC4LMS), an equity-sensitive instructional design framework that synthesises the ASSURE model, Universal Design for Learning (UDL), Community of Inquiry (CoI), EquityXDesign, and Laurillard's Conversational Framework. Guided by Design Science Research (DSR), the study followed three iterative cycles: (1) relevance, identifying digital literacy gaps among first-year students; (2) design and development, constructing the DLC4LMS framework through theoretical integration and stakeholder input; and (3) rigour and evaluation, formatively validating the framework with academic staff at two South African universities. Findings suggest the importance of embedding equity as a design driver, integrating mobile-first tools, and linking digital literacy to both academic survival and employability. The DLC4LMS extends existing instructional design models, traditionally developed in well-resourced contexts. By adapting them for low-bandwidth, mobile-only, and equity-challenged universities. While developed in South Africa, its principles are transferable to similar Global South and humanitarian education settings. This research contributes a theoretically grounded, context-responsive model that advances inclusive digital transformation in higher education.