Academic Literacy in University Students

Abstract

Objective: The aim of this research is to explore the academic literacy of university students, evaluated as a construct composed of five dimensions: academic writing and discursive genres, stages and steps in academic writing, sources of information used, digital literacy, and the use of digital platforms for collecting academic works. Theoretical Framework: This section presents the main concepts and academic literature that support the research, providing a solid foundation to understand the context of the study. Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to academic literacy. Results and Discussion: The study on academic writing in university students reveals significant deficiencies in essential practices and skills. A high percentage of students infrequently engage in writing academic texts and self-assess as deficient in essay writing, which suggests a lack of confidence and critical ability. Moreover, most do not follow proper planning or drafting processes in their work and tend to opt for less rigorous information sources like Google, instead of specialized academic databases. These findings indicate an urgent need to reinforce the teaching of academic writing and digital literacy, with a focus on improving argument structuring and critical evaluation of sources to prepare students for future academic and professional challenges. Originality/Value: This study provides a critical perspective on the effectiveness of academic writing practices in higher education, identifying key areas for improvement of essential skills and digital literacy among university students.