Abstract
Digital literacy has emerged as a core competency in the 21st century society, and deep learning and higher-order thinking have been discussed as effective ways to improve digital literacy. Therefore, this study aimed to verify the influence of deep learning and higher-order thinking skills on higher education students’ digital literacy. Structural Equation Modeling was used to analyze the data gathered from 687 undergraduate and higher vocational students using a convenient sampling technique. The findings indicate that deep motivation and deep strategy were significantly positively correlated with students’ digital literacy. In such a structural relationship, digital literacy was additionally moderated by higher-order thinking. Nevertheless, students who have customarily used digital devices for more than five years could not be explained by this structural equation model. Lastly, this conclusion highlighted that educators should consider students’ digital experiences level, guide in selecting and applying deep learning, develop higher-order thinking, and improve their digital literacy.
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