Digital (computer) literacy is the new title foreducated201F;. Both teachers and students have no option but to acquire a level of computer-literacy to catch up with the growing digital societies. Governments and higher education institutions (HEIs) are making all out efforts by providing eLearning environments to gain some levels of digital literacy of the masses at large and the university-constituents. Both developed and developing states are trying to figure out a required digital literacy curriculum for the training of teachers and the students. However, given that there are several meanings of computer-literacy therefore; research is going on about the contents of the curriculum and the pedagogical requirements of ICT-education. Furthermore, the concepts of global-village, globalization, information or knowledge society, ePedagogy, eStudents and eCourses 2013; all are casting increasing pressures on the academicians, HEIs and governments to take digitial opportunity initiatives (DOI) for digital-literacy of the masses to generate workforce for the eGovernment, eCommerce and eLearning.Research reveals that learners hold different perceptions about the nature and role of ICTs such as: instrumental and substantive. Some consider it just like any other technology with no value-implications for the learner and society. Substantive theorists however believe in the determinist role of technologies for changing the society. Whatever the paradigm, learners are facing several hurdles in acquiring digital command like perceptual differences, demographic diversities, resistance to change, training issues, and so on. However, most of the researchers are coming up with the findings that, perceptions, theories, teaching/learning styles of the teachers, students and other stakeholders play decisive and determinist role in determining the speed and quality of computer-literacy.It is well-documented that the contents and dynamics of computer-literacy in any state depend on the
