Digital Literacy Monitoring of Graduate Students Based on the Elements of the UNESCO Digital Literacy Competency Framework

Document Type : Research Paper

Authors

Department of Information Science and Knowledge Studies, University of Zabol, Zabol, Iran.

10.22059/jlib.2024.370073.1718

Abstract

Objective: The purpose of the present study was to evaluate, compare, and analyze the digital literacy of postgraduate students based on the UNESCO Digital Literacy Competencies Framework.
Method: The research employs a mixed-methods approach and is applied in terms of purpose. It was conducted in the form of a survey using a descriptive-analytical method. The qualitative part involved analyzing the content of the digital literacy framework established by UNESCO, utilizing a checklist tool based on the Gall technique. The quantitative part was carried out using SPSS software version 25, employing one-sample t-test and Levene's test for equality of variances. Quantitative data were collected through a questionnaire, with the statistical population consisting of graduate students from the University of Sistan and Baluchistan in the fields of humanities and basic sciences. After calculating the variance, the sample size was estimated to be 120 participants, using available and non-random quota sampling methods.
Results: From the qualitative part of the research, five main components were identified as key components of UNESCO's digital literacy framework. Among these, the research sample's mastery of the "digital research" component received the highest average score (3.217), indicating a medium level of proficiency, while the "digital environment safety" component had the lowest average score (2.355), which was evaluated as low. According to the results of Levene's test (0.635), no significant difference was observed in the level of digital literacy between the research community in the fields of humanities and basic sciences.
Conclusion: The results of this monitoring can significantly contribute to a more serious focus on and explicit inclusion of digital literacy skills in university educational programs. Addressing this important issue will lead to the continuous and up-to-date training of students in digital literacy skills, as well as the creation of an environment that empowers the audience based on new international guidelines and frameworks.

Keywords

References

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Academic Librarianship and Information Research
Volume 58, Issue 2
June 2024
Pages 47-60

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