Evaluating Strategic Knowledge Management Systems: Digital Literacy/Competences in the Effective Implementation of Education for Sustainable Development in Cameroon Higher Education

Bafon Joel Nshom, Yuhala Julia Franka Petyin, Adolphe Mbeh Tanyi, Nchinda Nelson Kekoh and Djeumeni Marcelline Tchamabe
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Bafon Joel Nshom: PhD Student, Department of Curriculum and Evaluation (Educational Management), Faculty of Education, University of Yaounde I, Cameroon
Yuhala Julia Franka Petyin: Masters in Educational Management, Faculty of Education, University of Yaounde
Adolphe Mbeh Tanyi: Lecturer, Department of Didactics in the of Education at the University of Yaoundé
Nchinda Nelson Kekoh: PhD in Public Policy and Sports Diplomacy, Johannesburg City College, South Africa
Djeumeni Marcelline Tchamabe: Associate Professor, H.TT.C, University of Yaounde 1, Cameroon

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6344-6365

Abstract: The main objective of the study was to evaluate the influence of strategic knowledge management systems on the effective implementation of education for sustainable development in Cameroon higher education. The limited knowledge management infrastructure, resources, and digital competencies development have a negative impact on the implementation of education for sustainable development in Cameroon higher education. In this study, we adopted a quantitative research approach with a correlational research design. The data was collected using a 4-point Likert scale questionnaire of 8 eight items each. Simple random and purposive sampling techniques were used to determine the study population. A sample of 287 students was used in data analysis. The SPSS version 27 was used as a statistical tool for data analysis. The Spearman rank correlation was equally used as an inferential statistical model to test the three research hypotheses. The results revealed that Strategic knowledge management has a statistically significant relationship with education for sustainable development in Cameroon higher education. These findings were further explained by correlational coefficients which indicated that electronic/digital document management system=46.0%, learning management systems=36.6%, and digital literacy/competence development= 79.9% respectively. The findings were confirmed at the 95% confidence interval. From this this finding digital literacy/competence development is the most predictive of the three variables. We then recommend that higher education stakeholders at the system and institutional levels should work to improve knowledge management systems (electronic/digital document management systems, learning content management systems, and digital competence development) as a means of ameliorating service delivery and content preservation. We also think that investments in these systems can significantly contribute to the efficiency, quality, and coherency of data, information, and knowledge management processes. These systems have indispensable roles to play in the effective implementation of education for sustainable development in Cameroon higher education as a knowledge-intensive organisation. The Development and promotion of knowledge management systems will guarantee sustainable economic growth and inclusive social change.

Date: 2025
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