Exploring Digital Literacy Skills in Social Sciences and Humanities Students

Ana Iolanda Vodă,Camelia Grădinaru,Cristina Cautisanu,Gustavo Herminio Salati Marcondes De Moraes,Chris Tănăsescu

doi:10.3390/su14052483

Ana Iolanda Vodă, Camelia Grădinaru + Show 3 more

Open Access

https://doi.org/10.3390/su14052483

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Abstract

Digital literacy is among the mandatory abilities to any higher education level and represents a fundamental ingredient in successful professionalization. Considering the deep penetration of digital technologies in everyday life, digital literacy offers a set of transversal skills that could improve a whole area of activities, from banking operations to civic participation. However, these skills are diverse and vary according to the development of technologies and society. This study fills an important academic gap on digital literacy by placing it in a specific and well-defined context, analyzing different perspectives that involve such learning, such as predictors of digital literacy in different types of students. In addition, research increases its importance as it is being developed during the pandemic, a period characterized by accelerated technological use and sudden changes. This research used a quantitative design based on the answers to a questionnaire conducted from March 2021 to May 2021. From a methodological perspective, we tested several hypotheses using one-way analysis of variance (ANOVA) and confirmatory factor analysis (CFA) within the structural equation model (SEM). The results show that communication, critical thinking, problem-solving, and technical digital skills are more present in the case of students enrolled in social sciences, while other digital skills (i.e., creativity and information) are more prevalent in the case of humanities students. Moreover, the results showed that, except for creativity and problem-solving-related digital skills, all of the digital skills were significantly influenced by students’ different levels of education.

Highlights

Introduction iationsDue to the changes brought by the digital turn, digital literacy has become an indispensable element on the agenda of researchers and policymakers worldwide [1]
The results indicate the need for determinants such as creativity and critical thinking to be studied in the digital context, as these types of constructs are less frequently considered in digital skills analysis
Our study aims to investigate the relationships between students’ reported level of digital skills and the sources of digital skill accumulation: education level and digital course enrolment in the new and specific situation created by the pandemic context

Summary

Introduction

Due to the changes brought by the digital turn, digital literacy has become an indispensable element on the agenda of researchers and policymakers worldwide [1]. The pandemic acted as a magnifying glass singling out regions and communities where digital access was poor or nonexistent. The sanitary crisis has made apparent both the strengths and vulnerabilities of education systems, alongside the shifting demands of stakeholders. In the present situation, when “the COVID-19 pandemic made digital technologies the lifeline for not just education but work, information, and leisure” [2], the strategic policies based on the accurate assessment of digital competencies are meaningful ways of coping with these challenges. Having digital skills represents an essential asset nowadays as it makes it possible to access digital services and carry out numerous activities and assignments from home, Licensee MDPI, Basel, Switzerland.

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