Examining the Role of Digital Literacy Skills in Addressing the Digital Divide among Undergraduate Students
Aims: To assess the digital literacy skills of undergraduate students and examine how digital access and technology usage factors influence their digital literacy. Study Design: A descriptive-correlational research design. Place and Duration of Study: The study was conducted among undergraduate students enrolled in higher education institutions in Kerala, India, during the academic year 2025–2026. Methodology: A structured questionnaire was administered to 152 undergraduate students to collect data on digital literacy skills, digital access, and technology usage. Data were analysed using descriptive statistics, independent-samples t-tests, one-way ANOVA, and multiple regression analysis. Results: Undergraduate students demonstrated a moderate to high level of digital literacy (overall mean = 3.47). They performed well in online safety, information searching, and basic cybersecurity practices but reported comparatively lower competence in professional digital communication and webinar participation. Independent-samples t-tests and ANOVA revealed no statistically significant differences in digital literacy based on gender, place of residence, year of study, or institution type (P > .05). Multiple regression analysis indicated that digital access and technology usage factors significantly predicted digital literacy skills (R = .409, R² = .167, F(6, 145) = 4.844, P < .001). Access to appropriate learning devices (β = .172, P = .027) and reliable internet connectivity at home (β = .299, P = .001) were the strongest positive predictors. Conclusion: Meaningful access to digital resources contributes more to digital literacy development than the frequency of technology use alone. Strengthening access to digital devices, stable internet connectivity, and opportunities to develop professional digital communication skills can help reduce digital inequalities and enhance technology-enabled learning in higher education.