Reddy Pritika, Chaudhary Kaylash, Hussein Shamina
Lecturer, Fiji National University, Suva, Fiji.
Lecturer, University of the South Pacific, Suva, Fiji.
Heliyon. 2023 Mar 28;9(4):e14878. doi: 10.1016/j.heliyon.2023.e14878. eCollection 2023 Apr.
The concept of digital literacy is increasingly prevalent in the 21st century. Growing demands from the work sector for individuals to be digitally literate has prompted targeted interventions and innovations from the education sector to instil digital skills into the future workforce. However, despite efforts the digital skills gap remains visible globally. This paper explores the prominent educational frameworks and models, their advantages and limitations in 21st-century learning and teaching. Furthermore, a new innovative digital literacy model has been proposed to be integrated into the existing and future education frameworks and models to assist educationists in narrowing the digital skills gaps and preparing graduates for the work sector. The digital literacy model consists of two components: (1) the digital literacy framework- and (2) the digital literacy tool. The reflects six major literacies identified for the 21st-century while the digital literacy tool-- consists of a digital literacy measuring scale and an online intervention program. The exploratory factor analysis On the other hand, heuristics, student attitude, and satisfaction and effectiveness of the digital literacy tool were also evaluated from the student's perspective to reflect its usefulness. The survey results also showed a positive attitude and perception of the use of the tool. Additionally, Cohen's d value showed that the digital literacy tool was effective. Therefore, if the tool is implemented and adopted, it can narrow the existing digital skills gap in the South Pacific.
数字素养的概念在21世纪越来越普遍。工作部门对具备数字素养的个人的需求不断增加，促使教育部门采取有针对性的干预措施和创新，将数字技能灌输给未来的劳动力。然而，尽管做出了努力，全球范围内数字技能差距仍然明显。本文探讨了21世纪学习和教学中突出的教育框架和模式、它们的优点和局限性。此外，还提出了一种新的创新数字素养模式，以融入现有的和未来的教育框架和模式，帮助教育工作者缩小数字技能差距，并为毕业生进入工作部门做好准备。数字素养模式由两个部分组成：（1）数字素养框架——和（2）数字素养工具。该框架反映了为21世纪确定的六种主要素养，而数字素养工具——由数字素养测量量表和在线干预计划组成。另一方面，还从学生的角度评估了启发式方法、学生态度以及数字素养工具的满意度和有效性，以反映其有用性。调查结果还显示了对使用该工具的积极态度和看法。此外，科恩d值表明数字素养工具是有效的。因此，如果实施并采用该工具，它可以缩小南太平洋地区现有的数字技能差距。
