This study examines the digital literacy experiences of first-year students at a South African university, focusing on understanding the challenges and support mechanisms that shape their ability to use technology effectively. These insights aim to inform the design of a comprehensive digital literacy course that better meets the diverse needs of first-year students in higher education. Data were collected through focus group discussions; participants from various facilities, such as the business and engineering faculty and mixed faculty participants, explored their definitions of digital literacy, initial learning experiences, frequency of computer use, and support. The findings reveal that while students generally define digital literacy as the ability to use technology, many face significant challenges, including language barriers, technical difficulties, and inadequate support, particularly in academic assignments and presentations. Participants overwhelmingly prefer face-to-face instruction for digital literacy due to concerns over network reliability and the quality of direct guidance. Moreover, the study highlights a critical gap in the existing digital literacy curriculum, with students calling for an expanded course encompassing diverse academic skills such as report writing and investigative research. These insights provide valuable implications for designing a comprehensive digital literacy course that can better equip students to meet the demands of a rapidly digitalizing educational landscape. The study concludes with recommendations to update technological infrastructure, enhance digital literacy training, and provide targeted support for under-resourced students.

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