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Measuring what matters: a systematic review and VOSviewer-based bibliometric approach to digital literacy assessment instruments, competency dimensions and challenges in education

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Yayımlandı:Research in Learning Technology vol. 33 (2025), p. 1-18
Yazar: Suri, Natia Afriana
Diğer Yazarlar: Festiyed, Azhar, Minda, Yerimadesi, Ahda, Yuni, Alberida, Heffi
Baskı/Yayın Bilgisi:
Association for Learning Technology
Konular:
Higher education
Students
Collaboration
Citation management software
Trends
Identification
Questionnaires
Educational technology
Core competencies
Ethics
Keywords
Teachers
Skills
Bibliometrics
Literature reviews
Critical thinking
Systematic review
Digital literacy
Guidelines
Competence
Educational Research
Influence of Technology
Adult Learning
Likert Scales
Measurement Techniques
Literacy
Periodicals
Meta Analysis
Classroom Desegregation
Holistic Evaluation
Eligibility
Educational Assessment
Self Evaluation (Individuals)
Computer Software
Performance Based Assessment
Definitions
Online Erişim:Citation/Abstract
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Özet:Digital literacy is a critical competency in education across all levels, from primary to higher education. It includes skills such as technical proficiency, information evaluation, online collaboration, creativity and ethical technology use. This study conducts a Systematic Literature Review (SLR), following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, to ine types instruments used to assess students digital literacy, the competencies targeted and the methodological challenges in their development. A total of 23 peer-reviewed articles published between 2014 and 2024 were selected from Scopus, PubMed, Crossref and ERIC. This review shows that assessment instruments include Likert scale-based questionnaires, framework-aligned tools (DigComp and DQ Framework) and digital performance-based methods. These instruments are applied across diverse educational settings: primary, secondary, tertiary and adult education with varying emphases based on age and learning context. Whilst core competencies are addressed, several limitations persist, such as reliance on self-reporting, limited cross-cultural validation and lack of authentic performance assessment. This study highlights the need for more comprehensive, validated and context-sensitive instruments that integrate digital safety, ethics and practical digital skills. The findings offer insights for researchers, educators and policymakers to improve digital literacy measurement across education sectors.
ISSN:2156-7069
2156-7077
0968-7769
DOI:10.25304/rlt.v33.3413
Kaynak:Education Database