Abstract
The purpose of this study was to develop and validate a scale that can measure digital literacy competency of university students in the context of higher education. To achieve the purpose of the study, a theoretical model was constructed based on previous studies related to digital literacy, and the statistical validity of the theoretical model was verified through a survey. The sample included 63,391 students from 111 universities in Korea, and exploratory factor analysis and confirmatory factor analysis were applied. As a result, the final scale of digital literacy consisted of 23 items of four factors. Specifically, digital tool utilization (5 items), data literacy (8 items), digital ethics (5 items), and digital-based learning experience(5 items) were included. The study provided theoretical and practical implications. It contributes to academic development related to digital literacy and presents policy implications for digital literacy competency education for the growth and development of university students.
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