Literacy Assessment Research Articles

Developing University Students’ Assessment Literacy - Theory and Practice

Assessment literacy skills are increasingly recognized as being important for student success in higher education. However, as a field of study, it is not well-researched except in the context of language assessment. This paper delves into critical theoretical underpinnings and practical strategies that can be used to develop assessment literacy among university students. Based on a constructivist view, this paper discusses how social interactions and cultural practices interplay to shape students’ conceptual understanding of assessment. It argues that effective assessment literacy embodies understanding the purposes of assessment, interpreting criteria, and using feedback to improve constantly. This means integrating the development of assessment literacy into curriculum design using experiential learning and developing self-regulated learning strategies. The goal is to provide a primer for university educators and instigate reflection and debate on how best to support students when engaging with diverse assessment practices to enhance their academic achievement and skills for lifelong learning.

Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?

Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.

Lessons learned from remote, early-literacy instruction

The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.

Validation of a Comprehensive Oral Health Literacy Tool for Thai Older Adults: A Multicenter Cross-sectional Study

Objectives: This study aimed to develop and validate the Oral Health Literacy Assessment for Thai Older Adults (OHLA-OA) tool. Methods: The study comprised two phases: tool development and data collection. The OHLA-OA consists of three sections: Reading Comprehension, Understanding Directions, and Self-evaluated OHL skills. A cross-sectional survey was conducted with 408 participants from four regions in Thailand. The average age of the participants was 66.8 years (SD=5.6). The descriptive analysis was performed to explore general information, and reliability and validity of OHLA-OA were tested using Kuder-Richardson Formula 20, Cronbach’s Alpha, correlation, and logistic regression analyses. Results: The OHLA-OA showed high reliability with a KR-20 coefficient of 0.79 and Cronbach’s Alpha of 0.85. Concurrent validity demonstrated significant correlations between OHLA-OA scores and variables such as age, income, self-assessed literacy ability, and dental service utilization. Convergent validity showed a significant correlation (r=0.319, p<0.001) between OHLA-OA and the Thai Rapid Estimate of Adult Literacy in Dentistry (Th-REALD). Predictive validity indicated that higher OHLA-OA scores were associated with better oral health outcomes, including fewer decayed teeth (r= -0.166, p=0.01) and more filled teeth (r=0.184, p<0.01). The study proposed cut-off scores for 3 levels: Inadequate, Sufficient, and Excellent OHL. Conclusions: The OHLA-OA tool demonstrated good psychometric properties, making it suitable for assessing oral health literacy among Thai older adults. It highlights the necessity of integrating literacy assessments into dental care and public health interventions to improve oral health outcomes in aging populations.

Assessment of health literacy and HPV knowledge among university students: An observational study.

Health literacy (HL) level is related to promotion of health, improved health behaviors, and early diagnosis of diseases, as well as the appropriate use of health services. Human papillomavirus (HPV) vaccination is the primary method of protection against cervical cancer and recommended for women aged 9 to 27. This study aims to assess the university students' knowledge about HPV and the association between HL and HPV vaccination. In this cross-sectional and descriptive study, an electronic survey was used. Demographic characteristics and anthropometric measurements of the participants were questioned. HPV Knowledge Scale (HPV-KS) and Turkish Health Literacy Scale (THLS-32) were used to evaluate HPV knowledge and HL. Statistical analyzes were performed with SPSS version 26. A total of 361 university students (74% women), aged 21.98 ± 4.72 years, were included in the study. About 52% of the participants were health sciences students. The total THLS-32 score was 34.68 ± 9.37 (95% CI = 33.71-35.65), and the total adequate/excellent HL level was 51%. The mean HPV-KS score of the participants was 10.28 ± 8.15 (95% CI = 9.44-11.12) of a possible 35. Health sciences students had higher rates of HPV awareness (78% vs 65%; P = .007). General HPV knowledge level was significantly better among women (P < .001), >20 years (P = .002), and those with a family history of cancer (P < .001) and significantly lower among students at prep or first year of school (P < .001). There was a weak, positive relation between THLS-32 and HPV-KS score (R = 0.136; P = .01). Participants with higher levels of HPV knowledge (P = .034) and total HPV-KS score (P = .025) were statistically significantly higher in students with adequate/excellent HL. Our results reveal that knowledge about HPV vaccination is closely related to HL levels. Educational interventions on HL may be considered to increase HPV vaccination rates.

The Role of Health Empowerment on Digital Health Technology Literacy by Generation

Objectives: Digital healthcare interventions are widely utilized to facilitate health-promoting behaviors; yet, disparities in digital health technology literacy exist among different generations, potentially exacerbating health inequities. This study examines the mediating effect of health empowerment on the relationship between digital health technology literacy and health-promoting behavior across Generations X, Y, and Z. Methods: A total of 935 individuals from these generations were assessed for health empowerment, digital health technology literacy (measured using the Digital Health Technology Literacy Assessment Questionnaire), and health-promoting behavior (measured using the Korean version of the Health Promoting Lifestyle Profile). Mediation analysis was conducted using AMOS bootstrapping. Results: Generation Y exhibited higher digital health technology literacy than X (p = .004), while health-promoting behavior was higher in Generation X than Y (p = .009). No statistically significant generational differences were observed in health empowerment. Health empowerment fully mediated the relationship between digital health technology literacy and health-promoting behavior across all generations, with the greatest effect observed in Generation X. Conclusions: The results underscore the vital role of health empowerment in facilitating health-promoting behavior. Tailored digital health interventions are warranted to address subtle variations in digital health technology literacy and health-promoting behavior across generations.

The falls health literacy scale: translation, cultural adaptation, and validation of the Chinese version

ObjectiveThe purpose of this study was to translate and validate the reliability and validity of the Falls Health Literacy Scale (FHLS).MethodsA total of 509 elderly hospitalized patients were recruited from Wuhan, China. The reliability of the scale was validated using internal consistency, split-half reliability and retest reliability. The validity of the scale with content validity index, exploratory factor analysis and validation factor analysis.ResultsThe Chinese version of the FHLS consists of 3 dimensions, falls prevention experience, general health and staying active, and seeking health advice and services, with a total of 25 entries. The Cronbach’s α coefficient of the scale was 0.949, the range of Cronbach’s α values for each dimension was 0.911 to 0.927, the split-half reliability was 0.800, and the retest reliability was 0.801. The I-CVI of the scale ranged from 0.833 to 1.000, and the S-CVI was 0.973. The KMO value was 0.925, and the χ2 value of Bartlett’s sphericity test was 5,784.223 (P < 0.001). Exploratory factor analysis extracted four metric factors, which were discussed and combined into three metric factors explaining 56.361% of the total variance. The results of validation factor analysis showed that the model indicators were: χ2/df = 2.182, CFI = 0.928, GFI = 0.820, NFI = 0.875, IFI = 0.928, RFI = 0.862, TLI = 0.920, RMSEA = 0.076, MRM = 0.021, which met the criteria, and the model fitting of the indicators were all in good.ConclusionsThe Chinese version of the FHLS has good reliability and validity for elderly patients and is suitable for assessing the falls health literacy level of elderly patients. The assessment of fall health literacy in elderly patients can help healthcare professionals to provide individualized health education to them, so as to improve the awareness of fall prevention in elderly patients.

Harmonizing perspectives to understand attitudes: A mixed methods approach to crafting an assessment literacy attitude scale

Assessment literacy's vital role in faculty effectiveness within higher education lacks sufficient tools for measuring faculty attitudes on this matter. Employing a sequential mixed-methods approach, this study utilized the theory of planned behavior to develop the Assessment Literacy Attitude Scale (ALAS) and evaluate its psychometric properties within the U.S. higher education context. The qualitative phase involved a literature review of relevant studies and existing self-report measures, interviews with stakeholders, and panel reviews to shape initial item development. Following the establishment of a conceptual foundation and a comprehensive overview of the scale's construction, our study advanced to the quantitative stage that involves factor analytical and item response theory approaches using data from 260 faculty across three public universities in the U.S. Exploratory factor analysis (EFA) was employed initially to obtain preliminary insights into the scale's factorial structure and dimensionality. Confirmatory factor analysis (CFA) was subsequently applied with separate data and the findings largely supported the conclusions from the EFA. Exploratory and confirmatory factor analyses resulted in 15 items loading across two factors in a good model fit range. Finally, we used nonparametric item response theory (IRT) techniques based on Mokken Scale Analysis (MSA) to evaluate individual items for evidence of effective psychometric properties to support the interpretation of ALAS scores, including monotonicity, scalability, and invariant item ordering. The newly-developed scale shows promise in assessing faculty attitudes toward enhancing their assessment literacy.

The Role of Students’ Assessment Literacies in Navigating University Assessment, GenAI, and Academic Integrity

Academic integrity concerns related to students’ use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students’ assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura’s (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students’ experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students’ assessment literacies as part of these best practices, with implications for all levels of education.Keywords: student assessment literacies, academic integrity, GenAI, student empowerment, transition to university

From Validation to Assessment of e-Health Literacy: A Study among Higher Education Students in Portugal.

Despite their familiarity with technology, higher education students often lack the critical skills needed to assess the credibility of online health information, potentially impacting their health decisions and well-being. This study aims to validate and assess the e-Health Literacy Scale among those in Portuguese higher education. In addition, this study focused on measuring their e-health literacy levels and investigating how these skills relate to different sociodemographic variables. This cross-sectional study was conducted in two phases. Initially, the test-retest reliability and reproducibility of measured e-health literacy were assessed with a convenience sample of 20 participants. Subsequently, the e-health scale was applied to a group of 245 Portuguese higher education students. The research took place from January 2023 to April 2024. The scale exhibited robust internal consistency and reproducibility. Male gender consistently correlates with higher levels of e-health literacy. Students demonstrate good levels of e-health literacy (24/40), reflecting their ability to effectively navigate and utilize health information online. By integrating strategies to further enhance this literacy into university health programs, students can develop essential skills necessary for making informed decisions about their health. This proactive approach not only empowers students to access reliable health resources but also fosters a culture of health literacy that can positively impact their well-being both during their academic journey and beyond graduation.

Understandability of passive smoking prevention leaflets in Japan

PurposeThere are few studies in Japan evaluating informational materials about passive smoking prevention with respect to health literacy. This study applied a range of health literacy assessment tools to assess the understandability of public-sector leaflets about passive smoking prevention.MethodsWe collected 26 anti-passive smoking leaflets published online by Japanese prefectural governments. We used three internationally recognized health literacy assessment tools to evaluate their understandability: the Clear Communication Index (CCI), the Suitability Assessment of Materials (SAM), and the Patient Education Materials Assessment Tool (PEMAT, further divided into scales for understandability and actionability).ResultsAlthough none of the assessed materials met the CCI's scoring threshold for “easy to understand,” the highest-scoring leaflet, which received a top-two ranking in three of the four scales (excluding the PEMAT understandability scale), was characterized by its conciseness and its easy-to-understand structure, including the use of checklists and flowcharts to engage reader interest. There was a significant correlation between CCI and SAM, and between SAM and the PEMAT understandability scale. However, the PEMAT actionability scale did not significantly associate with the other assessment scales.ConclusionsThe understandability of written informational materials about passive smoking prevention in Japan could be improved by referring to multiple assessment scales.

Assessing vocabulary knowledge in written and signed languages of immigrant DHH learners – examining convergent validity

ABSTRACT Language assessment is a central aspect not only of language education in the general population, but also amongst heterogeneous, low-incidence populations. One such population are immigrant deaf and hard-of-hearing learners (IDML) who are bimodal-multilingual and whose languages development often includes the spoken, written, and/or signed languages of the host country in addition to learners’ home language(s) (Cannon and Marx 2024) [“Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners.” International Review of Applied Linguistics in Language Teaching 62 (2): 1009–1037]. Language assessment with these learners is complicated due to a lack of expected norms for the population and a lack of appropriate instruments for signed languages in general (Pizzo and Chilvers 2019) [“Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing.” Education Sciences 9 (3): 223]. This is a major issue for both research and pedagogy. In order to address this in the German context, a comparison of available assessment instruments focusing on vocabulary knowledge in written German and German Sign Language was carried out. The aim of this exploratory study was (1) to examine available language assessments, (2) to test them with a small sample representing the target population in order to determine their convergent validity, and (3) to provide recommendations for researchers and practitioners for their use. The results shed light on the potential for existing instruments to provide necessary and useful information for assessment in research and schools.

Construction and validation of a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers: an exploratory sequential mixed-methods investigation

The contributions of Computerized Formative Assessment (CFA) to teachers’ instructional practices and students’ learning outcomes necessitate the development of valid and reliable instruments for measuring teachers’ literacy. To address this necessity, this study adopted an exploratory sequential mixed-methods design via drawing on a dual deductive–inductive approach to develop and validate a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers. The participants comprised 489 Iranian male and female English as a Foreign Language (EFL) teachers teaching from elementary to advanced levels at different language institutes in eight big cities across the country. The results of Exploratory Factor Analysis (EFA) revealed that CFAL consisted of six factors including practical, theoretical, socio-affective, critical, identity-related, and developmental. The results of Cronbach’s alpha demonstrated that the questionnaire and its six components had satisfactory levels of reliability. The findings are discussed and implications for developing professional programs aiming at determining and promoting teachers’ CFAL are presented.

Health literacy pedagogies and assessment embedded in a school-based health education program

AbstractStudies have focused on the development of teachers’ Health Literacy (HL) pedagogies but have yet to focus on building teachers’ assessment capacity. The aims of this research study were three-fold: 1) professionally develop teachers to enhance the HL planned in a Health and Physical Education (HPE) program and assessment task; 2) validate a previously developed curricular model of HL assessment (rubric) using student work samples; 3) measure students HL learning using an adaptation of the validated rubric. Researchers used a descriptive single school case study, using a mixed methods approach in an Independent, coeducational early learning, primary and secondary day school in Sydney, Australia to work closely with participants to review the pedagogical knowledge, learning activities and assessment within a HPE program using Nutbeam’s three level HL hierarchy. Using Messick’s six aspects of construct validity testing of the rubric was completed using 20 sample assessment tasks, as well as receiving feedback on the adaptability and feasibility of the rubric. The validated rubric was then adapted to the assessment task to measure students’ HL. Results demonstrated that professional development had a positive impact on the development of planned HL pedagogies as shown by a 17% increase in planned critical HL learning activities. Findings suggest that the validated rubric is a feasible and adaptable tool that teachers can use to measure students’ HL. This is the first study to validate a curricular model of measuring HL. Future research needs to develop teachers’ HL capabilities and assessment literacy.

Adaptation and validation of the All Aspects of Health Literacy Scale (AAHLS) in healthcare settings of Addis Ababa, Ethiopia

BackgroundSince health literacy is known to be related to health outcomes, it should be measured to explain how it is associated with the health status of the population. Health literacy tools are designed to measure different dimensions of health literacy of individuals based on their objective. The AAHLS tool is comprehensive and can cover all aspects of health literacy. Overall in Ethiopia, there is no standard health literacy tool that has been developed or/and validated. Therefore, the aim of this study was to adapt and validate the All Aspects of Health Literacy Scale (AAHLS) in healthcare facilities in Addis Ababa city, Ethiopia.MethodsA mixed-method, facility-based, cross-sectional study was conducted in Addis Ababa city from February 1, 2022, to May 30, 2022. The study was conducted in three phases: forward and backward translation and expert review, cognitive interviews and survey administration. For the cognitive interviews, a total of 16 participants and for the survey administration, 199 participants were involved. Coding and analysis of the qualitative data were performed using OpenCode 4.03 computer software. Then, pretesting (survey administration) was conducted to check the validity and reliability of the tool. CFA was conducted using SPSS version 26 and Stata version 14.Results and discussionThe original three response categories were revised to five response categories based on the cognitive interview findings and expert reviews. The survey was administered to 199 participants, 55.8% of whom were males. The Kaiser‒Meyer‒Olkin measure of sampling adequacy was 0.685, with a significant difference according to Bartlett’s test of sphericity (p < 0.001). After removing the empowerment factor model fit indices, the internal reliability and convergent and divergent validities improved. Confirmatory factor analysis showed that the model fit indices of the tool were satisfactory. The overall internal consistency, Cronbach’s alpha, was 0.71.ConclusionThe three response categories of the tool were revised to five response categories. The AAHLS tool was revised to include 10 items. The tool has exhibited adequate model fitness. The validated tool can be used for future health literacy assessments and interventions.

A systematic review of climate change literacy assessment methods

Policymakers and educators have increasingly focused on improving public understanding of climate change to prepare people to tackle its causes and impacts. Researchers have joined these efforts by assessing environmental literacy (EL) and climate change literacy (CCL) to inform policies and educational initiatives. This article systematically reviews CCL assessment trends and methods by analyzing papers from Scopus and ScienceDirect. The findings reveal a variety of approaches to defining and measuring CCL. Variations were also observed in the styles of presenting CCL levels. Based on the review, we propose standardizing CCL assessment by defining core and optional domains, aiming to cater to the diverse needs of groups seeking to measure CCL for different purposes. We also suggest that policymakers and educators can glean more nuanced insights from results when CCL levels are measured using three or more proficiency levels. Lastly, we recommend that future studies investigate the CCL-climate action relationship to ensure that CCE programs are designed based on evidence of CCL-climate action connections.

Understanding the physical literacy development of 8- to 12-year-old children living with chronic medical conditions: A comprehensive, mixed methods inquiry.

Physical literacy is a concept used to describe the combined physical, affective and cognitive capacities facilitating an active lifestyle. Physical activity participation is essential for children living with chronic medical conditions, but knowledge of physical literacy among this group is scarce. An explanatory, sequential mixed methods design was used to comprehensively describe the physical literacies of children with chronic medical conditions (CMCs). Participants were recruited from paediatric cardiology, respirology/cystic fibrosis, neurology, haematology and endocrinology outpatient clinics. All participants completed the Canadian Assessment of Physical Literacy (2nd Edition), and those with higher and lower scores were invited to a semi-structured interview. A deductive-inductive thematic analysis was applied using Margaret Whitehead's conceptualization of physical literacy. Using normative strata, 80.0% of the 99 children assessed (mean age = 9.97 ± 1.3years, 48% girls) were considered beginning or progressing in their overall physical literacy (mean score = 56.5 ± 13.8/100). Meanwhile, physical literacy informed participants' approach to new, active experiences and may have contributed to a strong sense of self. There was a significant difference between endocrinology and haematology patients on total physical literacy score (p = 0.03) but not domain scores. Participants scored high on motivation/confidence (mean = 22.9 ± 5.0/30) but obtained low physical competence (mean = 11.8 ± 5.6/30) and daily behaviour scores (n = 72, mean = 15.5 ± 7.1/30). Main themes represent salient experiences of children with CMCs within the domains of physical literacy, including their need to evaluate active contexts, self-regulate activity intensity and manage physical limitations. Children with CMCs can achieve recommended levels of physical literacy without meeting normative standards for physical competence. Participants would benefit from a physical literacy intervention that targets the development of bodily self-regulation skills and risk evaluation in active settings.

Dealing with “Do Not Know” Responses in the Assessment of Financial Literacy: The Use of a Sample Selection Model

Financial literacy assessments typically rely on sample surveys containing sets of questions designed to gauge respondents’ comprehension of fundamental financial concepts necessary for making informed decisions. The answers to such questions, either categorical or continuous in nature, generally include a “Do not know” option. If those who choose the “Do not know” option are not a random sample of the population but exhibit peculiar characteristics, treating these observations as either incorrect responses or as missing data may distort the results regarding the determinants of financial literacy. A noteworthy case lies in the observation from survey studies that women tend to choose the “Do not know” option more frequently than men. In similar cases, treating the “Do not know” responses as incorrect answers increases the gender gap in financial literacy while treating them as missing values reduces the gap. We propose using a model with sample selection, which enables us to disentangle the inclination to answer “Do not know” from actual responses. By applying this model to a representative sample of the UK population, we do not find any systematic gender gap in financial knowledge. The study’s novel treatment of “Do not know” responses contributes valuable insights to the broader discourse on the determinants of financial literacy and the related gender-based differences.

A systematic review of AI literacy scales

With the opportunities and challenges stemming from the artificial intelligence developments and its integration into society, AI literacy becomes a key concern. Utilizing quality AI literacy instruments is crucial for understanding and promoting AI literacy development. This systematic review assessed the quality of AI literacy scales using the COSMIN tool aiming to aid researchers in choosing instruments for AI literacy assessment. This review identified 22 studies validating 16 scales targeting various populations including general population, higher education students, secondary education students, and teachers. Overall, the scales demonstrated good structural validity and internal consistency. On the other hand, only a few have been tested for content validity, reliability, construct validity, and responsiveness. None of the scales have been tested for cross-cultural validity and measurement error. Most studies did not report any interpretability indicators and almost none had raw data available. There are 3 performance-based scale available, compared to 13 self-report scales.

Assessment of Social Media Literacy Among Nursing Students in Poland: Psychometric Evaluation of the Polish Version of the Perceived Social Media Literacy Scale

ObjectivesThe study aimed to evaluate the psychometric properties of the Polish version of the Perceived Social Media Literacy Scale and assess its relevance in assessing the digital literacy of nursing students in Poland. MethodsThe researchers conducted a cross-sectional study across 11 nursing faculties and 676 nursing students between March and April 2021. The scale was translated, culturally adapted, and evaluated for internal consistency, reliability, and validity ResultsThe Cronbach's alpha coefficient for the total scale was 0.935, indicating high internal consistency. The individual domains had alpha values of 0.941 for "Technical Competency", 0.887 for "Informational Awareness", and 0.812 for "Privacy and Algorithmic Awareness". Confirmatory Factor Analysis supported the 3-factor structure identified in the Exploratory Factor Analysis ConclusionThe study found that the Polish Short Version of the Perceived Social Media Literacy Scale was highly applicable in nursing education settings and undergraduate programs specifically designed for nursing students.