Jul 2026· The International Review of Multidisciplinary Research· Vol 1, pp. 144-155· 0 citations· 21 references
TL;DR
Findings revealed that students generally demonstrated moderate to high levels of digital literacy, engagement, and flexible thinking in learning, with significant relationships identified between digital literacy and flexible thinking in learning, as well as between student engagement and flexible thinking in learning.
Abstract
The rapid integration of digital technologies in education demands that students develop both digital literacy and active engagement to navigate complex learning environments, yet the combined influence of these factors on flexible thinking remains underexplored among students in Davao City. This study aimed to determine the combined influence of digital literacy and student engagement on flexible thinking in learning among students in Davao City. Using a quantitative, non-experimental descriptive–correlational research design, the study assessed the levels of students’ digital literacy, student engagement, and flexible thinking, as well as the relationships among these variables. Using Slovin’s formula at a 5% margin of error, a sample size of 184 was drawn from the total population of 338. Data were gathered through validated survey questionnaires and analyzed using appropriate statistical tools, including the mean, standard deviation, regression analysis, and Pearson’s Product Moment Correlation Coefficient (Pearson’s r) to determine significant relationships and predictive influence, and Multiple Linear Regression. Findings revealed that students generally demonstrated moderate to high levels of digital literacy, engagement, and flexible thinking in learning, with significant relationships identified between digital literacy and flexible thinking in learning, as well as between student engagement and flexible thinking in learning. Moreover, digital literacy and student engagement were found to significantly predict students’ flexible thinking in learning. The results underscore the importance of strengthening digital competencies and active engagement strategies to foster flexible, adaptive thinking among learners. The study offers valuable implications for educators and school administrators in designing instructional practices that support meaningful learning in digital contexts.
This study determined the effects of digital literacy on the critical thinking skills and academic performance of junior high school students at Tomas Claudio Colleges during School Year 2025–2026. It employed a descriptive survey research design and documentary analysis. The respondents comprised 362 junior high school students, representing 50% of the total population of 721 students, who were selected through simple random sampling. A researcher-made test was used to determine the perceived extent of the effects of digital literacy on students’ critical thinking skills in terms of analytical thinking, evaluative thinking, synthesizing skills, and self-regulation skills, while documentary analysis was employed to determine their academic performance based on their average grades. The findings revealed that most respondents were 12–13 and 14–15 years old, predominantly male, and mostly first- or second-born children. Majority belonged to families with more than two children and reported a monthly family income of ₱20,000 and above. Most parents were college graduates or college undergraduates and were employed or self-employed. The findings further showed that digital literacy had a high effect on the critical thinking skills of the respondents across all four dimensions. No significant differences were found in the perceived effects of digital literacy when respondents were grouped according to age, sex, and sibling position. However, significant differences were observed according to number of children in the family, monthly family income, parents’ educational attainment, and parents’ occupation. The respondents demonstrated a Very Satisfactory level of academic performance. Moreover, a significant relationship was found between the perceived effects of digital literacy on critical thinking skills and students’ academic performance. The study concluded that digital literacy is associated with students’ critical thinking skills and academic performance. It recommended strengthening digital literacy programs, integrating digital technology into instruction, implementing the proposed action plan, and conducting related studies using other variables.
Irona Khaye Uban· International Journal of Sus...· 0 citations
Blended learning requires students to regulate their learning and use digital technologies effectively; however, academic performance remains shaped by psychological and social factors. Previous studies have tended to examine self-efficacy, perceived social support, self-regulated learning, and digital literacy separately, leaving the mechanisms connecting these factors insufficiently integrated. This study tested a model of student academic performance in blended learning, with digital literacy as a mediator. A cross-sectional quantitative design involved 449 students from three private universities in Jakarta selected through purposive sampling. Data were collected using measures of academic self-efficacy, perceived social support, self-regulated learning, digital literacy, and cumulative grade point average, and were analyzed using path analysis and mediation tests. The model demonstrated excellent fit. Academic self-efficacy, perceived social support, and digital literacy had positive and significant direct effects on academic performance, whereas self-regulated learning had no significant direct effect. Digital literacy mediated the effects of academic self-efficacy and self-regulated learning on academic performance. The study's novelty lies in positioning digital literacy as a mechanism that translates students' psychological learning resources into academic achievement, while perceived social support retains a direct role in post-pandemic blended learning.
Ocvita Ardhiani, M. R. Hadjam, Dinda Rakhma Fitriani· Ranah Research· 0 citations
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.
Menon Lohithaksha, A. Selvan, N. Sasikumar· Asian Journal of Education a...· 0 citations
The rapid integration of emerging educational technologies has transformed school learning environments by creating interactive, personalized, and student-centered learning experiences. The present study explored the perceptions of students regarding emerging technologies and its effect on engagement, motivation, satisfaction and learning experiences in private schools of Karachi. The design of the study was quantitative cross sectional with 210 students who were taken as samples using the convenience sampling technique. Data were collected by using a structured questionnaire and analyzed by SPSS which consisted of descriptive statistics, reliability analysis, correlation, t-test and regression analysis. The results indicated positive attitudes among students with regard to the use of various educational technologies such as artificial intelligence, augmented reality, virtual reality, simulations, and gamification. There were significant positive relationships between technology perception, engagement, motivation and learning experiences. Technology satisfaction was the most significant predictor of better learning experiences. The study highlights the importance of meaningful, student-centered technology integration in improving educational practices.
Syeda Aliya Fatima, M. Zahid, Kosar Muhammad Saeed et al.· Journal of Global Social Tra...· 0 citations
Digital literacy and critical thinking are essential competencies for biology students in the digital era. However, students often face challenges in evaluating digital information and constructing evidence-based arguments. This study aimed to develop a Blended Argumentative Inquiry Learning (BAIL) model and evaluate its effectiveness in improving digital literacy and critical thinking skills. The model was developed using the ADDIE model, which consisted of five stages: analysis, design, development, implementation, and evaluation. Participants were 62 undergraduate students of the Biology Education Study Program at Jember University. Data were collected through expert validation questionnaires, observation sheets, digital literacy questionnaires, and critical thinking tests. The validity and feasibility of the model were determined through expert evaluation, while effectiveness was analyzed using N-Gain scores and independent-samples t-tests. The results showed that the BAIL model was valid with expert validation score of 86% and feasible for implementation. The model effectively improved digital literacy, with the experimental group achieving a higher N-Gain score (0.41) than the control group (0.24). Critical thinking skills were also improved significantly (p = 0.025). These findings indicated that the BAIL model was an effective learning model for enhancing digital literacy and critical thinking for undergraduate biology student implemented through structured blended inquiry-based and argumentation-oriented learning activities.
Muhamad Khoirul Anwar, S. Suratno, Zulmi Kusumaningtyas et al.· Edubiotik : Jurnal Pendidika...· 0 citations
This study determined the levels of computer literacy and learning engagement of 110 Grade 8 students and their relationship with academic performance in Mathematics at a public high school in Negros Occidental during school year 2025–2026. Academic performance was measured using students’ third-quarter grades in General Mathematics. Computer literacy was assessed using an instrument adapted from Bayucca (2020), while learning engagement was measured using a questionnaire adopted from Imran, Khan, and Aslam (2023). Descriptive and inferential statistical methods were employed to analyze the data. Results showed that the respondents demonstrated a moderate level of computer literacy, a high level of learning engagement, and an outstanding level of academic performance. Moreover, no significant relationship was found between computer literacy and academic performance, nor between learning engagement and academic performance. The findings suggest that other factors may have greater influence on students’ mathematics achievement than computer literacy and learning engagement alone.
Lida Mae Gabales· International journal of res...· 0 citations
