A study of e-astuteness and e-social astuteness and their perceived validity amongst Information Systems (IS) students at a University in the Western Cape
E-astuteness and e-social astuteness are relatively new concepts. As a result, there is little to no extended knowledge on how each of these concepts can be fully adopted and implemented in South Africa. This research extends on the literature on these two concepts. The research looks at what Information System (IS) students' perceptions reveal or suggest about the effective ways of adopting these concepts. The information gathered for this study can be considered as a starting point for further exploring how e-astuteness and e-social astuteness can be acquired in the South African. For studying perceptions, a qualitative research design was followed and i an interview guide was used. The study findings were summarised into sections, themes and sub-themes that conveyed a common point of reference. The findings of this study suggest that teaching and learning should focus on the individuals being taught, hence the proposed adoption model that centers on the individual's capabilities. None of the students interviewed had an understanding of e-astuteness and e-social astuteness. The findings also revealed that fewer students have an understanding about e-skilling concepts in general. However, after the concepts were explained to the students, the findings suggested that they had a clear understanding of the importance of e-astuteness and e-social astuteness in South Africa. As a result it is empirical to first educate about e-skilling concepts before teaching the actual skills. The proposed adoption model was accepted by students as the ideal model of adoption for e–astuteness and e-social astuteness. However, based on the themes and subthemes that emerged from the student's responses, the model was improved in order to reflect their perceptions. This research suggests that the South African government in the efforts to address the e-skills issue in the country needs to continue funding ICT and ICT education. With hope that through having ICT competent individuals, this will ultimately in turn curb the pressing issues that the country experiences, such as high level of unemployment and poverty.