Abstract
Introduction. Digital literacy (hereinafter – DL) is a key element of the modern educational system, and its absence may lead to limited access to educational resources and unequal development opportunities. Monitoring of DL levels of pupils and students in the system of general (hereinafter – GE) and secondary vocational education (hereinafter – SVE) allows to identify strengths and weaknesses of digital training in the regional education system and to put forward cause-and-effect investigative hypotheses about the causes of digital breaks. The purpose of the research is to investigate levels and profiles of digital literacy among students in different educational institutions and to identify digital gaps in different parameters. Materials and methods. More than three thousand students from various types of educational institutions took part in the study, including general education schools, gymnasiums, lyceums and colleges of the Tomsk region (Russian Federation). The monitoring process used a previously developed operationalized model of DL adapted for the Russian education system. Methods of mathematical statistics (Kruskal — Wallis, Mann–Whitney, One-way analysis of variance) were used to compare levels and profiles of DL at selected levels of GE and SVE. Results. There are significant differences in DL between the level of GE as a whole and SVE (z = -3,824, p < 0,0001; z = -2,904, p < 0,004). Among the students of GE and SVE the highest levels of metacompetencies of information literacy and content creation (primary general education (hereinafter – PGE)– 64%, basic general education (hereinafter – BGE) – 66.8%, secondary general education (hereinafter – SGE) – 71.2% and SVE – 71.4%), the lowest – level of metacompetency of interaction and communication in networks (PGE – 73%, BGE – 50.2%, SGE – 66.8% and SVE – 59.8%). Conclusion. The monitoring of digital literacy in the regional system of general and secondary vocational education has shown that there are many gaps and disparities both within individual digital literacy profiles and at different stages and levels of education. DL gaps among learners are caused by gaps in digital training at educational institutions, unequal access to infrastructure, and socio-economic and cultural inequalities. The analysis of the digital divide will lead to the development of recommendations and strategies aimed at bridging the DL gap.
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