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2025 - Volume 8 - Number 2

The Impact of Digital Literacy Assessment Tools and AI-Powered Training Platforms in Higher Education: A Systematic Literature Review

Eric Omuya * ORCID: 0000-0002-1646-397X
Machakos University, School of Engineering and Technology, Nairobi, KENYA

Daniel Mulinge * ORCID: 0000-0002-6480-8557
Machakos University, School of Engineering and Technology, Nairobi, KENYA

Peter Kibet Koech
Machakos University, School of Education, Nairobi, KENYA

Open Journal for Information Technology, 2025, 8(2), 53-62 * https://doi.org/10.32591/coas.ojit.0802.02053o
Received: 22 July 2025 ▪ Revised: 11 October 2025 ▪ Accepted: 5 November 2025

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The use of digital literacy tools and training platforms powered by artificial intelligence (AI) has increased and has the potential of transforming education. This paper examines the impact of digital literacy assessment tools and AI-powered training platforms in higher education. Relevant studies were selected based on inclusion and exclusion criteria. The systematic search was conducted using PubMed, IEEE Xplore, Scopus, Web of Science, ERIC, and Google Scholar databases. It seeks to: Identify the Dimensions of Digital Literacy  (DL) Skills for University Faculty; Assess the Degree of uniformity in the selection of Digital Assessment Tools; Evaluate the Convergence in practice about Faculty Assessment practices; Explore the Development and reliability of Digital Literacy assessment tools; Review the variety of Training interventions for DL and their relevance; Identify Pedagogic approaches to Digital Literacy, their scope and effectiveness, and Derive Implications for the future of digital literacy in tertiary education. Several digital literacy assessment tools and AI-powered training platforms were analysed, and the findings summarize their implications in University Education. To fully and effectively utilize these tools more sensitization and training should be done.

KEY WORDS: Digital Literacy, Digital Literacy Assessment, Assessment Tools, AI-Powered Training Platforms.

CORRESPONDING AUTHOR:
Eric Omuya, Machakos University, School of Engineering and Technology, Nairobi, KENYA

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