Students are key stakeholders in the successful implementation of educational technologies in higher education institutions. One significant gap in the literature is the lack of context-specific empirical evidence regarding the affordability, access, and technical competencies of first-year students. Therefore, context studies that examine affordability and access are necessary not only for establishing affordability and access to educational technology by the students but also for the implications of the intersectionality between factors on capability and human capital development. Understanding these factors may assist individual higher education institutions in fostering the successful implementation of their institutional educational technology /digitalization strategy. This study is grounded in a multi-theoretical framework, including the Unified Theory of Technology Acceptance and Use 2(UTAUT2), Human Capital Theory, and the Capability Approach. A quantitative research design was employed, using a census method with an online questionnaire administered. A total of 400 first-year students responded. The findings revealed that the students have a high appreciation for the use of educational technology, however, they lack the financial freedom and means to afford expenses associated it educational technologies. Additionally, the empirical evidence that all students had access to educational technology while on campus, but most students residing off-campus faced challenges accessing these resources when not at university facilities. Moreover, the finding revealed that most respondents came from a schooling background where educational technology was not utilised. This suggests that students from contexts where they cannot afford a computer or data services outside of campus, as well as those from schools with minimal technological exposure, are likely to lag in their technological skills resulting in limited capabilities in attaining academic success. This empirical evidence indicates that the students who come from a context where they cannot afford a computer, or data to use when they are not on campus as well as students who come from schooling backgrounds where there was no use of technologies are likely lagging in their technology. Drawing from the principles underlying the UTAUT2 model, capability approach and human capital theories this study concludes that the interplay of affordability, access and technical competencies is integral towards promoting a successful implementation of educational technology/digitalisation strategy that promotes capability and human capital development. The study thus recommends that higher education context-specific affordability, technological competencies, and access factors must be incorporated within the implementation of their educational technologies’ strategies. This consideration is necessary because it has implications that either bridge or deepen disparities in capability and human capital development.

Keywords: Affordability, Technological competencies, Access, Educational technologies, capabilities, human capital, Higher Education Institution.