Examining the Effectiveness of Digital Learning Platforms in Early Literacy Development: A Case Study of Three Selected Primary Schools in Katete District, Eastern Zambia

Early literacy development is a critical foundation for learners’ academic success and lifelong learning. Despite increased efforts to improve early-grade reading outcomes in Zambia, many learners in lower primary grades continue to demonstrate low levels of literacy proficiency. In response to these challenges, digital learning platforms have increasingly been introduced in primary schools as supplementary instructional tools aimed at enhancing early literacy skills. However, there is limited empirical evidence on the effectiveness of such platforms, particularly in rural districts. This study examined the effectiveness of digital learning platforms in early literacy development through a case study of three selected primary schools in Katete District, Eastern Zambia. The study adopted a mixed-methods case study design, combining quantitative and qualitative approaches to provide a comprehensive evaluation of digital learning platform use. Quantitative data were collected using baseline and post-test early literacy assessments administered to Grade 1 and Grade 2 learners, while qualitative data were obtained through teachers’ questionnaires, interviews with school administrators, and classroom observations. The findings revealed that learners exposed to digital learning platforms demonstrated measurable improvement in key early literacy skills, particularly letter recognition, phonemic awareness, and word decoding. Improvements were also observed in oral reading fluency and reading comprehension, although gains in these areas were relatively modest. Teachers generally perceived digital learning platforms as effective in enhancing learner engagement and motivation, especially through audio-visual and interactive features. However, the effectiveness of the platforms was influenced by contextual and implementation factors, including availability of digital devices, reliability of electricity supply, teacher competence, and consistency of platform use. The study concludes that digital learning platforms can play a positive role in supporting early literacy development in rural primary schools when integrated into regular classroom instruction and supported by adequate infrastructure and teacher training. The study recommends increased investment in digital infrastructure, continuous professional development for teachers, and structured integration of digital learning platforms into early literacy programmes. The findings contribute context-specific empirical evidence to inform educational policy, practice, and future research on digital learning and early literacy development in Zambia.