This study investigates the role of access to technology and digital skills in shaping technical and vocational education and training (TVET) students' attitudes toward digital marketing in Ghana. It also examines the mediating role of digital skills and the moderating influence of motivation to learn digital marketing.
The study employed a cross-sectional, quantitative research design using structured questionnaires administered to 587 students from secondary and tertiary TVET institutions across three regions of Ghana. Structural equation modeling (SEM) was used to test direct, mediated, and moderated effects within the proposed conceptual model. Constructs were validated through confirmatory factor analysis, and key assumptions were assessed to ensure robustness.
The results confirm that access to technology significantly influences both students' digital skills and their attitudes toward digital marketing. Digital skills, in turn, positively affect attitudes and partially mediate the relationship between access and attitude. Motivation to learn digital marketing significantly moderates the access–attitude relationship, strengthening it among highly motivated students.
The use of cross-sectional data limits the ability to infer long-term causal effects. Additionally, the study was limited to Ghanaian institutions, which may affect generalizability to other cultural or regional contexts. Future research could incorporate longitudinal designs or comparative cross-country analyses.
For educators and policymakers, the findings underscore the importance of investing not only in digital infrastructure but also in skill development programs and motivational learning environments. Policies aimed at expanding access to technology should be complemented by initiatives that enhance students' competencies and engagement with digital tools.
The study offers insights for national strategies targeting youth employment and entrepreneurship through digital skills. By identifying the mechanisms through which access, skills, and motivation interact, the research contributes to more inclusive digital transformation policies in the Global South.
While policy initiatives across the Global South emphasize digital infrastructure expansion, there is limited empirical evidence clarifying the mechanisms through which access becomes meaningful for learners. By integrating digital skills as a mediating mechanism and motivation to learn as a boundary condition, this study provides actionable insights for educators, policymakers, and development partners seeking to design more effective digital education and youth employment interventions in emerging economies.
