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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Digital Media Literacy and Students’ Entrepreneurial Readiness in
State Public Universities, Delta State, Nigeria.
*Okowa-Nwaebi, Loveth Chekwube; Nwanne, Ben U. (Ph.D.); Ufuophu-Biri, E. (Ph.D.)
Department of Mass Communication, Faculty of Communication and Media Studies, Delta State
University, Abraka
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000243
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025
ABSTRACT
The study examined the digital media literacy and students’ entrepreneurship readiness in state public
universities in Delta State, Nigeria. Specifically, it assessed the effects of digital communication and
collaboration and innovative digital creativity on students’ preparedness to initiate and manage entrepreneurial
ventures. Two research questions were raised in line with stated objective leading to two hypotheses being
postulated. A descriptive survey design was adopted, and a total of 376 respondents were sampled from a
population of 40,989 students using Krejcie and Morgan’s table. Only data received from 311 respondents were
collected through a structured questionnaire and analyzed using descriptive statistics, correlation, and multiple
regression. The findings revealed that both digital communication and collaboration (β = 0.454, p < 0.001) and
innovative digital creativity (β = 0.538, p < 0.001) had significant positive effects on students’ entrepreneurship
readiness. The model explained 57.1% of the variance in entrepreneurship readiness (R² = 0.571), indicating a
strong predictive relationship. The study concluded that fostering digital competencies and creativity enhances
students’ entrepreneurial preparedness, supporting both Human Capital Theory and Innovation Diffusion
Theory. It recommends that universities integrate collaborative digital platforms, promote creative digital
programmes, and establish experiential entrepreneurship environments to strengthen students’ readiness for
entrepreneurial activities.
Keywords: Digital media literacy, Digital communication, Innovative digital creativity, Entrepreneurship
readiness
JEL Classification: I23, L26, O33
INTRODUCTION
The 21st-century economy is characterized by rapid digital transformation, which has redefined how individuals
learn, communicate, collaborate, and create economic value. Digital media literacy, the ability to access, analyze,
evaluate, and create digital content, has become an essential skill for both academic and entrepreneurial success.
Across the world, digital competence now represents a key determinant of graduate employability and enterprise
development, as universities prepare students to function in technology-driven business environments (Lopes,
2025; Wibowo, 2023). In Nigeria, the rising emphasis on entrepreneurship education in tertiary institutions
underscores the need to integrate digital literacy components that foster creativity, collaboration, and innovation
among students (Adebayo & Yusuf, 2023; Okowa-Nwaebi, Nwanne, & Ufuophu-Biri, 2025). This integration
has become vital because digital literacy provides students with the foundation to identify opportunities, network
with peers, and use technology to establish and grow new ventures.
One of the major components of digital literacy that promotes entrepreneurial development is digital
communication and collaboration. This refers to students’ ability to interact, share ideas, and work collectively
using digital tools and platforms to solve problems and co-create innovative solutions (Obi, 2024). Effective
digital communication enables the exchange of business ideas, engagement with online markets, and
development of collaborative projects that build entrepreneurial confidence and readiness. As digital platforms
such as social media, online communities, and virtual learning networks become integral to knowledge sharing,
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students who can communicate and collaborate effectively online are more likely to demonstrate readiness for
entrepreneurship. This is because collaborative digital engagements enhance their exposure to new business
models, mentorship opportunities, and social networks essential for launching start-ups (Okpa, 2025).
Another vital aspect of digital media literacy is innovative digital creativity, which represents the capacity of
students to apply digital tools imaginatively to create products, services, or solutions that meet market needs.
Innovative digital creativity goes beyond basic technology use to include the design of digital products, the
creation of multimedia content, and the use of creative problem-solving to develop entrepreneurial ideas
(William, 2024; Eruvwe et al., 2024). Research shows that students who possess digital creativity are more likely
to translate ideas into viable business ventures because they can harness technology to develop prototypes, run
digital marketing campaigns, and engage in e-commerce activities (Lopes, 2025; Mirhabibi, 2025). This creative
digital orientation equips them with the ability to adapt quickly to emerging business trends and technological
disruptions, making them better prepared for entrepreneurship.
In the context of Delta State, Nigeria, public universities have made concerted efforts to include entrepreneurship
education in their curricula, yet students’ readiness to engage in entrepreneurial ventures remains limited. The
challenge often lies in the insufficient integration of digital media literacy skills, particularly digital
communication, collaboration, and innovative creativity, into entrepreneurship programs (Bankole, 2024). Many
students are familiar with digital platforms for social interaction but lack the practical digital collaboration and
creative competencies necessary to transform ideas into sustainable business ventures. Consequently, assessing
how digital communication and collaboration, alongside innovative digital creativity, influence students’
entrepreneurship readiness becomes essential. This study, therefore, seeks to investigate the relationship between
digital media literacy and students’ entrepreneurship readiness among state public universities in Delta State,
Nigeria.
Statement of the Problem
Despite the growing integration of technology into higher education, many university students in Delta State still
exhibit low levels of entrepreneurial readiness. While most students actively use digital media for social
purposes, their capacity to leverage it for entrepreneurship, through collaboration and creative innovation,
remains underdeveloped (Obi, 2024; Okpa, 2025). This gap suggests that the acquisition of digital skills alone
does not automatically translate into entrepreneurial preparedness. There is limited empirical evidence
examining how specific aspects of digital media literacy, such as digital communication and collaboration, and
innovative digital creativity, influence students’ readiness to initiate and sustain entrepreneurial ventures
(Eruvwe, et al., 2024). This absence of context-specific evidence hinders universities and policymakers from
developing targeted strategies to enhance entrepreneurship readiness through digital literacy. Therefore, this
study addresses this gap by empirically investigating the effect of digital communication and collaboration and
innovative digital creativity on students’ entrepreneurship readiness among state public universities in Delta
State, Nigeria.
Objectives of the Study
The main objective of this study is to examine the effect of digital media literacy on students’ entrepreneurship
readiness among state public universities in Delta State, Nigeria while the specific objectives are to:
1. examine the effect of digital communication and collaboration on students’ entrepreneurship readiness
among state public universities in Delta State, Nigeria.
2. determine the effect of innovative digital creativity on students’ entrepreneurship readiness among state
public universities in Delta State, Nigeria.
Research Questions
1. To what extent does digital communication and collaboration affect students’ entrepreneurship readiness
among state public universities in Delta State, Nigeria?
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2. To what extent does innovative digital creativity affect students’ entrepreneurship readiness among state
public universities in Delta State, Nigeria?
Research Hypotheses
H01: Digital communication and collaboration has no significant effect on students’ entrepreneurship readiness
among state public universities in Delta State, Nigeria.
H02: Innovative digital creativity has no significant effect on students’ entrepreneurship readiness among state
public universities in Delta State, Nigeria.
Significance of the Study
This study offers theoretical, practical and policy contributions:
Theoretical contribution: By isolating digital communication & collaboration and innovative digital creativity
as distinct proxies of digital media literacy, the study refines conceptual models linking digital competencies to
entrepreneurial readiness in higher education contexts. It adds empirical evidence from a Nigerian state-
university system, contributing to the growing literature on digital entrepreneurship education (Wibowo, 2023;
Lopes, 2025).
Policy and institutional relevance: Findings will help university administrators and state policymakers identify
which digital literacy investments (for example — collaborative platforms, project-based learning, digital
creativity labs) most strongly influence entrepreneurship readiness. This can improve allocation of limited
resources and inform program design in State Public Universities.
Curriculum and pedagogical utility: Educators and entrepreneurship trainers can use the results to adapt
curricula, embedding specific collaborative workflows, creative digital assignments, and incubator partnerships
that directly foster the behaviours linked to venture creation.
Student and community impact: By clarifying which digital skills are most valuable for starting and sustaining
ventures, the study can guide student support services, entrepreneurship clubs, and local industry partnerships
aimed at increasing graduate self-employment and local economic develop
Scope of the Study
The study focuses on state public universities in Delta State, Nigeria, examining the relationship between two
key dimensions of digital media literacy. digital communication and collaboration, and innovative digital
creativity, and the dependent variable, students’ entrepreneurship readiness. The research targets undergraduate
students across selected faculties who are exposed to digital tools and entrepreneurship-related courses.
Geographically, the study is limited to State Public Universities located within Delta State, Nigeria. The study
targets undergraduate students across faculties who are active on digital platforms; data collection will be cross-
sectional and quantitative (survey-based). The temporal scope includes the academic session(s) during which
data are collected (specified in the methodology), and findings will primarily reflect conditions and student
experiences at that time.
REVIEW OF RELATED LITERATURE
Concept of Digital Media Literacy
Digital media literacy is widely regarded as a multifaceted competency encompassing the ability to access,
analyse, evaluate, create, and communicate information through digital platforms in a responsible and critical
manner. It extends beyond mere technical proficiency to include cognitive, creative, and ethical dimensions that
empower individuals to actively participate in the digital society. As İnceoğlu (2025) explained, digital media
literacy enables users to consciously navigate digital environments, understand how messages are constructed,
and critically assess the intent and credibility of digital content. Similarly, Mrisho and Dominic (2023)
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emphasized that it involves interpreting multimedia forms, questioning embedded assumptions, and designing
meaningful messages rather than consuming them passively. In higher education contexts, Smith and Storrs
(2023) observed that digital media literacy equips students with the ability to manage online collaboration,
understand algorithmic influences, and creatively apply digital tools in academic and entrepreneurial projects.
Collectively, these perspectives highlight that digital media literacy integrates technical, informational, and
creative competencies, preparing individuals to function as critical thinkers, content creators, and responsible
participants in digitally mediated societies.
Digital Communication and Collaboration
Digital communication and collaboration refer to the capacity of individuals to interact, share knowledge,
coordinate tasks, and co-create value through digital platforms and tools. In the higher education context, these
competencies are vital for effective learning and entrepreneurial engagement. According to Al-Husban and
Alkhawaldeh (2024), digital collaboration enables students to transcend physical boundaries, engage in virtual
teamwork, and collectively problem-solve using cloud-based and social media platforms. It encompasses not
only the technical proficiency to use tools such as Google Workspace, Microsoft Teams, or Slack but also the
socio-emotional intelligence to work constructively in online environments. Similarly, Park and Kang (2023)
observed that digital communication fosters interpersonal connection, knowledge sharing, and collaborative
learning—key processes that support innovation and enterprise formation among students.
Moreover, digital communication and collaboration have become critical enablers of entrepreneurial readiness
in the knowledge economy. Students who engage actively in digital networks and online communities develop
stronger entrepreneurial mindsets by exchanging ideas, gathering feedback, and mobilizing resources through
collaborative digital spaces (Okafor & Bello, 2024). Studies have shown that these digital competencies
positively predict opportunity recognition, innovative problem-solving, and team-based project execution, core
aspects of entrepreneurial capacity (Mensah & Adjei, 2023). Therefore, in this study, digital communication and
collaboration are conceptualized as integral components of digital media literacy that empower students in Delta
State public universities to interact effectively, co-develop ideas, and transform digital interactions into viable
entrepreneurial activities.
Innovative Digital Creativity
Innovative digital creativity refers to the ability to generate novel and valuable ideas, products, or solutions
through the use of digital tools and technologies. It is a fusion of creativity, technology proficiency, and
innovation capability that enables individuals to transform digital resources into entrepreneurial opportunities.
Lopes, Costa, and Santos (2025) explained that digital creativity goes beyond artistic expression to include the
capacity to design, experiment, and prototype digital solutions that respond to real-world problems. Similarly,
Mirhabibi (2025) argued that innovative digital creativity plays a central role in building entrepreneurial
mindsets, as it stimulates critical thinking, problem-solving, and digital content creation among students. This
competence is especially relevant in the digital economy, where innovation often emerges through the
recombination of digital ideas and technologies.
In the university setting, innovative digital creativity equips students to integrate technological tools with
entrepreneurial insight, leading to the development of digital business ideas, products, and services. Adeniyi
(2024) emphasized that when students engage in project-based and technology-driven learning environments,
their digital creative confidence and entrepreneurial readiness improve significantly. Likewise, Lopes et al.
(2025) found that digital creativity fosters opportunity recognition and innovation readiness by encouraging
experimentation, design thinking, and digital prototyping. Thus, in this study, innovative digital creativity
captures students’ ability to conceptualize, design, and use digital media creatively for entrepreneurial pursuits,
reflecting the intersection of technological fluency, imagination, and value creation.
Entrepreneurship Readiness
Entrepreneurship readiness refers to the extent to which an individual possesses the cognitive, attitudinal, and
behavioural dispositions required to initiate and sustain entrepreneurial ventures. It encompasses self-efficacy,
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opportunity recognition, risk-taking ability, and the preparedness to engage in business creation (Setiawan,
2023). According to Singh (2024), entrepreneurship readiness includes both psychological and practical
readiness, students’ confidence in their entrepreneurial competence as well as their exposure to business-related
experiences. In the digital era, this readiness is increasingly linked to the ability to integrate digital skills and
creativity into opportunity development, allowing students to adapt to the evolving demands of the digital
marketplace. Empirical evidence indicates that exposure to digital entrepreneurship education enhances
students’ readiness by improving innovation capacity and entrepreneurial self-belief (Oyinlola, 2024).
In the Nigerian university context, entrepreneurship readiness is viewed as a vital indicator of employability and
youth empowerment. It represents a student’s preparedness to create value independently, particularly through
technology-driven enterprises (Bankole, 2024). Setiawan (2023) emphasized that entrepreneurship readiness is
not static but evolves as individuals acquire new digital competencies, collaborative experiences, and creative
exposure. The concept is therefore central to understanding how digital media literacy, through communication,
collaboration, and creativity, prepares undergraduates for self-employment and innovation in the 21st-century
economy. In this study, entrepreneurship readiness serves as the dependent variable, reflecting how well students
in Delta State’s public universities can translate digital literacy competencies into actionable entrepreneurial
ventures.
Conceptual Framework
Figure 1: Conceptual framework of Digital Media Literacy and Students’ Entrepreneurial Readiness (Source:
Researcher’s Construct, 2025)
THEORETICAL REVIEW
Human Capital Theory
Human Capital Theory, originally developed by Becker (1964) and later expanded by Schultz (1981), posits that
individuals’ education, training, and skills constitute a form of capital that enhances productivity and economic
value. The theory emphasizes that investment in knowledge and skills leads to improved competence,
innovation, and entrepreneurial potential. In the context of higher education, digital literacy and creativity
represent significant components of human capital that prepare students for modern, technology-driven
economies. Recent studies (Okafor & Bello, 2024; Mensah & Adjei, 2023) argue that digital communication,
collaboration, and innovative creativity are not merely technical proficiencies but strategic assets that enhance
employability and self-reliance. Through this theoretical lens, digital media literacy functions as an investment
in students’ human capital, enabling them to develop entrepreneurial readiness by transforming digital skills into
productive ventures. Therefore, Human Capital Theory helps explain how knowledge-based and digital
competencies contribute to economic empowerment and the creation of entrepreneurial value among university
students.
Digital communication and
collaboration
Students’ Eentrepreneurship
Readiness
Innovative digital creativity
Dependent VariableIndependent Variable
Ho1
Ho2
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Innovation Diffusion Theory
Innovation Diffusion Theory (IDT), proposed by Rogers (2003), explains how new ideas, technologies, or
practices spread through a social system over time. The theory identifies five key attributes, relative advantage,
compatibility, complexity, trialability, and observability, that influence the adoption and diffusion of
innovations. In educational and entrepreneurial contexts, this theory provides insight into how students adopt
and integrate digital tools for communication, collaboration, and creative innovation. According to Lopes, Costa,
and Santos (2025), the extent to which students perceive digital media tools as advantageous, easy to use, and
relevant to their goals determines their likelihood of embracing them for learning and entrepreneurial purposes.
Similarly, Mirhabibi (2025) emphasized that the spread of digital creativity practices among university students
often depends on institutional support, peer influence, and perceived utility. By applying IDT, this study views
digital media literacy as an innovation whose diffusion influences students’ entrepreneurial readiness.
Theoretical Anchor of the Study
This study is anchored on the Innovation Diffusion Theory (Rogers, 2003) because it best explains the
mechanism through which digital media literacy enhances entrepreneurship readiness among university students.
The theory aligns with the study’s focus on digital communication and collaboration and innovative digital
creativity, both of which represent the adoption and utilization of digital innovations in academic and
entrepreneurial activities. As students engage with new digital tools and creative technologies, their level of
exposure, adaptability, and acceptance determines how effectively they transform digital literacy into
entrepreneurial action. IDT also provides a useful framework for understanding variations in entrepreneurial
readiness, why some students actively leverage digital innovations for business creation while others remain
passive users. Hence, this study adopts the Innovation Diffusion Theory as its foundation because it elucidates
the process through which students’ adoption of digital media innovations fosters creativity, collaboration, and
readiness for entrepreneurship in Delta State public universities.
Empirical Review
Wibowo (2023) conducted a study titled “Digital Entrepreneurship Education and Students’ Digital
Entrepreneurial Intention” in Indonesia to examine the role of digital-based entrepreneurship courses in
enhancing students’ digital entrepreneurial intention. The study adopted a descriptive survey research design
and sampled 312 undergraduate students from three public universities using stratified random sampling. Data
were collected using a structured questionnaire and analysed through partial least squares structural equation
modelling (PLS-SEM). Findings revealed that digital entrepreneurship education significantly influenced
students’ digital entrepreneurial intention, particularly when combined with hands-on digital projects. The study
concluded that integrating digital skills and entrepreneurial content enhances students’ entrepreneurial
orientation. However, Wibowo’s study focused on intention rather than entrepreneurial readiness and did not
examine specific components of digital literacy such as digital communication and collaboration or innovative
digital creativity, thereby creating a gap for further exploration of these dimensions.
Similarly, Lopes, Costa, and Santos (2025) carried out a study titled “Digital Creativity and Entrepreneurial
Mindset: Exploring Pathways to Innovation Readiness among Students” across five European universities. The
research employed a quantitative cross-sectional design with a sample of 458 final-year students in business and
technology disciplines. Using regression and mediation analysis, the study investigated the mediating role of
digital creativity between personality traits and innovation readiness. Results showed that students with higher
levels of innovative digital creativity demonstrated greater innovation readiness and entrepreneurial orientation.
The study concluded that fostering creative digital skills within the university environment promotes
entrepreneurial thinking. Nonetheless, the research was limited to European institutions with advanced digital
infrastructure, making it less generalizable to developing contexts like Nigeria. Moreover, it did not consider
digital communication and collaboration as distinct predictors, leaving a contextual and conceptual gap this
current study seeks to address.
Singh (2024) examined “The Impact of Digital Entrepreneurship Training on Students’ Entrepreneurial
Readiness” in India. The study adopted an experimental design involving 240 students divided into control and
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treatment groups. The treatment group participated in a 10-week digital entrepreneurship program that
emphasized digital innovation, prototyping, and business simulation. Data were collected through pre- and post-
intervention surveys and analysed using paired sample t-tests. Findings revealed a significant improvement in
digital competence, opportunity recognition, and overall entrepreneurial readiness among participants. Singh
concluded that experiential and technology-driven pedagogies enhance entrepreneurial preparation. Despite its
contribution, the study’s emphasis on a single pedagogical intervention and lack of specific focus on digital
media literacy dimensions such as communication/collaboration and creativity leaves a theoretical gap on how
digital media competencies translate to entrepreneurial readiness in broader academic contexts.
In Nigeria, Oni, Adeyemi, and Ogunleye (2025) investigated “Social Media Entrepreneurship and Academic
Engagement among University Students”. The study used a survey research design with a sample size of 384
undergraduates selected from four public universities in South-West Nigeria. Data were analysed using multiple
regression analysis. Findings indicated that students who engaged in digital content creation, online marketing,
and social collaboration on social media platforms exhibited higher entrepreneurial engagement and business
readiness. The study established that innovative digital practices significantly enhance entrepreneurial
behaviour. However, Oni et al. (2025) noted institutional variations in digital support systems and the absence
of structured frameworks linking digital collaboration and creative digital engagement to measurable
entrepreneurial readiness outcomes. This limitation highlights the need for a focused study examining how these
dimensions influence readiness in less-explored university environments, such as Delta State public universities.
Identified Gaps
A review of the above empirical studies shows that although substantial progress has been made in exploring
digital entrepreneurship education and students’ entrepreneurial intention, several gaps remain unaddressed.
First, most studies (Wibowo, 2023; Singh, 2024) primarily focused on entrepreneurial intention rather than
entrepreneurship readiness, which involves both psychological preparedness and actionable capability. Second,
while studies by Lopes et al. (2025) and Oni et al. (2025) examined aspects of digital creativity and social media
entrepreneurship, they did not explicitly isolate digital communication and collaboration and innovative digital
creativity as independent dimensions of digital media literacy. Third, few studies have examined these
relationships within the context of state public universities in Nigeria, where digital infrastructure, pedagogical
approaches, and socioeconomic realities differ from those of technologically advanced settings.
Hence, this present study is designed to bridge these identified gaps by (1) focusing on entrepreneurship
readiness as a holistic outcome variable, (2) investigating the individual and joint effects of digital
communication and collaboration and innovative digital creativity on students’ readiness for entrepreneurship,
and (3) situating the analysis within the context of state public universities in Delta State, Nigeria, thereby
contributing both empirical evidence and practical implications for educational policy, curriculum design, and
youth empowerment initiatives.
METHODOLOGY
This study adopted a descriptive survey research design to examine the relationship between digital media
literacy and students’ entrepreneurship readiness among state public universities in Delta State, Nigeria. The
target population consisted of 40,989 students drawn from the selected universities (Delta State University,
Abraka; University of Delta, Agbor; Southern Delta University, Ozoro; Dennis Osadebey University, Asaba).
The sample size was determined using the Krejcie and Morgan (1970) sample size determination table, which
recommended a sample of 376 respondents for this population size. A stratified random sampling technique was
employed to ensure proportional representation of students across different faculties and departments. Data were
collected using a well-structured questionnaire developed based on the study variables, digital communication
and collaboration, innovative digital creativity, and entrepreneurship readiness. The instrument was validated by
experts in entrepreneurship and educational technology, and its reliability was tested using Cronbach’s Alpha,
yielding a coefficient of 0.78, indicating acceptable internal consistency. Data collected were analysed using
both descriptive and inferential statistical tools, including multiple regression analysis, to test the formulated
hypotheses and determine the individual and joint effects of the independent variables on students’
entrepreneurship readiness.
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Model Specification
The study specifies a multiple regression model to examine the influence of digital media literacy components
on students’ entrepreneurship readiness. The model is expressed as:
SER=β0+β1DCC+β2IDC+ε
Where:
SER = Students’ Entrepreneurship Readiness (dependent variable)
DCC = Digital Communication and Collaboration
IDC = Innovative Digital Creativity
β₀ = Constant term (intercept)
β₁–β₂ = Regression coefficients of the independent variables
ε = Error term capturing other unexplained variations
RESULT
Table 1: Analysis of Questionnaire
Questionnaire Frequency Percentage
Valid 311 82.71%
Invalid 31 8.24%
Not returned 34 9.04%
Total Distributed 376 100%
Sources: Researcher’s Fieldwork, 2025
Table 1 presents the analysis of the questionnaire administration and retrieval. Out of the 376 copies of the
questionnaire distributed to respondents, 311 were duly completed and found valid for analysis, representing
82.71% of the total distributed. A total of 31 copies (8.24%) were returned but considered invalid due to
incomplete or inconsistent responses, while 34 copies (9.04%) were not returned at all. This high retrieval rate
of over 80% indicates strong respondent participation and enhances the reliability and representativeness of the
study’s findings.
Table 2: Mean rate of Respondents to Question Items
S/N Question Items Mean Std Remark
DCC Digital Communication and Collaboration (DCC)
DCC1
Digital platforms such as Zoom, Google Meet, and
Microsoft Teams are effectively used for collaborative
academic and project activities
3.51 0.86 Agree
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DCC2
Communication through digital channels promotes clarity,
understanding, and timely feedback among team members
3.51 0.85 Agree
DCC3
Online discussion forums and group chats are utilized for
exchanging ideas and academic resources
3.50 0.85 Agree
DCC4
Digital collaboration tools enhance coordination,
planning, and execution of group tasks
3.48 0.85 Agree
DCC5
Collaborative engagement through digital media
contributes to improved teamwork and collective
problem-solving
3.49 0.85 Agree
Mean Aggregate 3.50 0.85 Agree
IDC Innovative Digital Creativity (IDC)
IDC1
Digital tools such as Canva, Photoshop, and CapCut are
utilized to design creative and innovative content
3.58 0.75 Agree
IDC2
Technological platforms serve as channels for generating
and implementing new ideas or solutions
3.58 0.77 Agree
IDC3
Creative use of digital resources contributes to innovation
in learning and entrepreneurial projects
3.61 0.79 Agree
IDC4
Digital technology is applied to develop and present
unique projects and concepts
3.60 0.77 Agree
IDC5
Innovative use of digital applications supports opportunity
identification and entrepreneurial development
3.54 0.79 Agree
Mean Aggregate 3.58 0.78 Agree
SER Students’ Entrepreneurship Readiness (SER)
SER1
Adequate knowledge and skills have been acquired to
initiate and manage business ventures
3.91 0.79 Agree
SER2
Opportunities to apply entrepreneurial knowledge in
practical or real-life ventures are actively explored
3.94 0.76 Agree
SER3
Readiness to assume business risks and responsibilities
has been developed through learning experiences
3.91 0.76 Agree
SER4
University programs have provided essential exposure to
entrepreneurship and innovation principles
3.92 0.77 Agree
SER5
High willingness exists to establish and operate a business
enterprise after graduation
3.91 0.78 Agree
Mean Aggregate 3.92 0.77 Agree
Sources: Researcher’s computation, 2025
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The results presented in the table reveal that respondents generally agreed with all the questionnaire items across
the three key variables, Digital Communication and Collaboration (DCC), Innovative Digital Creativity (IDC),
and Students’ Entrepreneurship Readiness (SER). For DCC, the aggregate mean score of 3.50±0.85 indicates
that students actively engage in collaborative activities using digital platforms such as Zoom and Google Meet,
which enhance communication, teamwork, and coordination in academic and project tasks. The IDC dimension
recorded a higher aggregate mean of 3.58±0.78, showing that students effectively apply digital tools like Canva
and Photoshop to generate creative ideas, develop innovative content, and identify entrepreneurial opportunities.
Meanwhile, SER achieved the highest aggregate mean of 3.92±0.77, suggesting a strong readiness among
students to initiate and manage business ventures, take calculated risks, and apply acquired entrepreneurial
knowledge in practical contexts. Overall, the results imply that digital media literacy, especially through effective
communication, collaboration, and creativity, positively contributes to enhancing students’ entrepreneurial
preparedness in state public universities in Delta State, Nigeria.
Table 3: Descriptive Statistics of the study variables
Variable Mean Std. Dev. Median Max Min Jarque-
Bera
Obs.
DCC 3.499 0.771 3.600 5.000 1.000 1.531 311
IDC 3.581 0.690 3.600 5.000 1.800 2.806 311
SER 3.916 0.684 4.000 5.000 2.000 5.713 311
Sources: Researcher’s computation, 2025
Table 3 presents the descriptive statistics of the study variables, Digital Communication and Collaboration
(DCC), Innovative Digital Creativity (IDC), and Students’ Entrepreneurship Readiness (SER). The results show
that DCC has a mean of 3.499 with standard deviation of 0.771, IDC has a mean of 3.581 with standard deviation
of 0.690, while SER recorded the highest mean value of 3.916 with standard deviation of 0.684. These mean
values, all above the scale midpoint of 3.0, indicate that respondents generally agreed with the questionnaire
items, suggesting favorable perceptions toward digital media literacy and entrepreneurship readiness. The
median values (ranging from 3.6 to 4.0) further affirm the central tendency toward agreement among
participants. Additionally, the minimum and maximum values (1.0–5.0) reflect adequate response variability,
implying a normal data spread suitable for regression analysis. The Jarque–Bera statistics for all variables
(ranging between 1.531 and 5.713) indicate approximate normality, thereby validating the reliability of the
dataset for inferential statistical analysis.
Table 4: Correlation matrix of the variables
Variable DCC IDC SER
DCC 1.000
IDC 0.025 1.000
SER 0.526 0.555 1.000
Source: EViews 9.0v Output 2025
Table 4 presents the correlation matrix showing the relationships among Digital Communication and
Collaboration (DCC), Innovative Digital Creativity (IDC), and Students’ Entrepreneurship Readiness (SER).
The results reveal a weak and insignificant relationship between DCC and IDC (r = 0.025), suggesting that
students’ digital communication and collaboration practices are not strongly related to their level of digital
creativity. However, DCC shows a moderate positive correlation with SER (r = 0.526), while IDC also exhibits
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a moderate positive relationship with SER (r = 0.555). These findings imply that both digital communication
and collaboration, as well as innovative digital creativity, contribute meaningfully to students’ entrepreneurial
readiness. In essence, higher engagement in digital interaction and creativity tends to enhance students’
preparedness to initiate and manage entrepreneurial ventures in state public universities in Delta State, Nigeria.
Testing of Hypotheses
The formulated hypotheses were tested using multiple regression analysis, the result are being presented in
table 5 below:
H01: Digital communication and collaboration has no significant effect on students’ entrepreneurship readiness
among state public universities in Delta State, Nigeria.
H02: Innovative digital creativity has no significant effect on students’ entrepreneurship readiness among state
public universities in Delta State, Nigeria.
Table 5: Summary of multiple regression analysis result of hypotheses 1 and 2
Variable Coefficient Std. Error t-Statistic Prob.
C 0.399896 0.175619 2.277066 0.0235
DCC 0.454352 0.033090 13.73091 0.0000
IDC 0.537804 0.036981 14.54274 0.0000
R-squared 0.571082 Mean dependent var 3.915756
Adjusted R-squared 0.568297 S.D. dependent var 0.683805
S.E. of regression 0.449288 Akaike info criterion 1.247295
Sum squared resid 62.17282 Schwarz criterion 1.283370
Log likelihood -190.9543 Hannan-Quinn criter. 1.261714
F-statistic 205.0433 Durbin-Watson stat 1.983208
Prob(F-statistic) 0.000000
Source: EViews 9.0v Output 2025
The multiple regression results in Table 5 reveal that both Digital Communication and Collaboration (DCC) and
Innovative Digital Creativity (IDC) have significant positive effects on Students’ Entrepreneurship Readiness
(SER) among state public universities in Delta State, Nigeria. The regression coefficients show that DCC (β =
0.454, t = 13.73, p < 0.001) and IDC (β = 0.538, t = 14.54, p < 0.001) each make a statistically significant
contribution to predicting students’ entrepreneurship readiness. This indicates that improvements in students’
digital communication and collaborative engagement, as well as their ability to apply creativity through digital
tools, substantially enhance their readiness to initiate and manage entrepreneurial ventures. The R-squared value
of 0.571 suggests that approximately 57.1% of the variance in students’ entrepreneurship readiness is jointly
explained by the two predictors, implying a strong model fit. The F-statistic (205.04, p < 0.001) further confirms
the overall significance of the regression model, while the Durbin-Watson statistic (1.98) indicates that residuals
are uncorrelated, confirming model reliability. Consequently, the null hypotheses (H₀₁ and H₀₂) are rejected,
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affirming that both digital communication and collaboration, and innovative digital creativity, significantly and
positively influence students’ entrepreneurship readiness in state public universities in Delta State.
Table 6: Variance Inflation Factors
Coefficient Uncentered Centered
Variable Variance VIF VIF
C 0.030842 47.51752 NA
DCC 0.001095 21.65412 1.000604
IDC 0.001368 28.02523 1.000604
Source: EViews 9.0v Output 2025
Table 6 presents the Variance Inflation Factor (VIF) analysis used to test for multicollinearity among the
independent variables, Digital Communication and Collaboration (DCC) and Innovative Digital Creativity
(IDC). The results show that the centered VIF values for both DCC and IDC are 1.0006, which are far below the
commonly accepted threshold of 5 (or the more conservative limit of 10). This indicates that there is no
multicollinearity problem among the predictor variables, meaning that each independent variable contributes
unique and reliable information to the regression model. The uncentered VIF values (21.65 for DCC and 28.03
for IDC) appear large because they include the constant term, but these do not affect the interpretation of
collinearity in the centered model. Therefore, the results confirm that DCC and IDC are statistically independent
enough to be jointly included in the regression model predicting students’ entrepreneurship readiness.
DISCUSSION OF FINDINGS
Digital communication and collaboration and students’ entrepreneurship readiness
The results of the regression analysis revealed that digital communication and collaboration (DCC) have a strong
and significant positive effect on students’ entrepreneurship readiness (β = 0.454, t = 13.73, p < 0.001). This
suggests that the more effectively students engage in digital communication, teamwork, and online collaborative
learning, the higher their entrepreneurial preparedness. This finding aligns with those of Singh (2024) and Okafor
and Bello (2024), who found that the use of digital collaboration tools enhances entrepreneurial attitudes and
self-efficacy among university students. Similarly, Ediagbonya, Omoregie, and Ogbebor (2024) reported that
digital teamwork and networking foster confidence and resource coordination necessary for venture creation.
However, Vu (2023) noted that in some developing contexts, digital collaboration alone does not automatically
translate into entrepreneurial outcomes unless supported by institutional mentoring and experiential learning.
Therefore, while DCC is an important determinant of entrepreneurial readiness in this study, its effectiveness
may depend on contextual and institutional factors.
Innovative digital creativity and students’ entrepreneurship readiness
The second hypothesis examined the effect of innovative digital creativity (IDC) on students’ entrepreneurship
readiness, and the result shows a positive and significant effect (β = 0.538, t = 14.54, p < 0.001). This indicates
that students who creatively apply digital tools, such as for design, innovation, and idea generation, are more
prepared to initiate and manage entrepreneurial ventures. The result corroborates the findings of Lopes, Soares,
and Costa (2025), who found that innovative digital engagement significantly enhances entrepreneurial intention
and creative confidence among students. Similarly, Mirhabibi (2025) and Putro (2024) emphasized that students
who apply digital innovation practices demonstrate higher levels of problem-solving and entrepreneurial
adaptability. Nonetheless, some studies, such as Alemu (2023), caution that without adequate institutional
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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infrastructure (e.g., incubation centers and digital labs), the effect of creativity may be limited, suggesting that
the translation of digital creativity into readiness requires enabling environments.
The findings of this study clearly achieve its objectives by confirming that both digital communication and
collaboration and innovative digital creativity significantly predict students’ entrepreneurship readiness in state
public universities in Delta State, Nigeria. The model’s explanatory power (R² = 0.571) indicates that 57.1% of
the variance in entrepreneurship readiness is accounted for by the digital literacy components. These findings
reinforce the Human Capital Theory (Becker, 1964), which posits that investment in skill development,
particularly digital competence, enhances individual productivity and performance outcomes. Additionally, the
results are grounded in the Innovation Diffusion Theory (Rogers, 2003), as they demonstrate that the diffusion
and adoption of digital communication and creative innovations promote entrepreneurial behaviours through
relative advantage, observability, and trialability. The implication is that universities should focus not only on
teaching digital literacy but also on integrating creativity, collaboration, and experiential innovation programmes
that help students translate digital skills into tangible entrepreneurial ventures.
CONCLUSION
In conclusion, this study has demonstrated that digital media literacy, particularly through digital communication
and collaboration and innovative digital creativity, significantly enhances students’ entrepreneurship readiness
in state public universities in Delta State, Nigeria. The findings reveal that active engagement in collaborative
digital platforms and the creative application of digital tools positively influence students’ preparedness to
initiate and manage entrepreneurial ventures. These results not only support the theoretical propositions of
Human Capital Theory and Innovation Diffusion Theory but also underscore the practical importance of
integrating digital skill development, creativity, and collaborative learning into university curricula. Overall,
fostering digital competencies and innovative practices among students provides a strong foundation for
entrepreneurial development, suggesting that universities should prioritize experiential and technology-driven
programs to cultivate a generation of capable and ready student entrepreneurs.
RECOMMENDATIONS
Based on the findings of this study, several practical recommendations can be made to enhance students’
entrepreneurship readiness through digital media literacy.
Universities should systematically incorporate digital communication and collaboration tools, such as Zoom,
Google Meet, and Microsoft Teams, into teaching and project-based activities. This will enable students to
develop teamwork, coordination, and communication skills that are critical for entrepreneurial success.
Higher education institutions should provide structured opportunities for students to engage in creative digital
projects using tools like Canva, Photoshop, and other multimedia platforms. Workshops, hackathons, and digital
content creation competitions can help students translate digital creativity into practical entrepreneurial skills.
Universities should create incubation centers, mentorship programs, and trial spaces that allow students to apply
their digital skills and innovative ideas in real-world or simulated entrepreneurial settings. This hands-on
approach will reinforce the adoption of digital innovations and enhance students’ readiness to launch and manage
business ventures.
ACKNOWLEDGEMENT
I sincerely thank all those who contributed to the completion of this article, especially the reviewers and
colleagues whose feedback and support greatly enhanced its quality. I am also grateful to all participants who
provided the data necessary for this study.
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