Nieves Gutiérrez-Ángel1*
Jesús-Nicasio Sánchez-García2*
Isabel Mercader-Rubio1
Judit García-Martín3
Sonia Brito-Costa4,5- 1Departamento de Psicología, Área de Psicología Evolutiva y de la Educación, Universidad de Almería, Almeria, Spain
- 2Departamento de Psicología, Sociología y Filosofía, Universidad de León, Leon, Spain
- 3Departamento de Psicología Evolutiva y de la Educación, Universidad de Salamanca, Salamanca, Spain
- 4Instituto Politécnico de Coímbra, Coimbra, Portugal
- 5Coimbra Education School, Research Group in Social and Human Sciences Núcleo de Investigação em Ciências Sociais e Humanas da ESEC (NICSH), Coimbra, Portugal
The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last eleven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction.
Systematic review registration: https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.
Introduction
The concept of digital literacy (DL) appears for the first time in the works of Zurkowski (1974), for whom it is an ability to identify, locate, and examine information. However, despite its novelty, the conceptions it encompasses have been changing (Lim and Newby, 2021). Proof of this are the contributions of Gilster (1997) who combines the idea that DL is also closely linked to skills such as access, evaluation, and management of information used in learning processes. Digital learning is understood as the set of technical-procedural, cognitive, and socio-emotional skills necessary to live, learn, and work in a digital society (Eshet-Alkalai, 2012; European Commission, 2018). It is related to reading, writing, calculation skills, and effective use of technology in personal, social, and professional areas. It is also considered inseparable from the social and educational needs of the society in which we live (Larraz, 2013; Brata et al., 2022). Therefore, we refer to a concept that has several aspects including the technological aspect, the informative and multimedia aspect, and the communicative aspect. It involves a complete process and multiple literacies (Gisbert and Esteve, 2011; Lázaro, 2015; Valverde et al., 2022). It requires mastery of certain competencies related to the identification of training needs, access to information in digital environments, the use of ICT tools to manage information, interpretation, and representation of information, and the evaluation of information and the transmission of information (Covello and Lei, 2010; Walsh et al., 2022).
Digital literacy in university students
In recent years, society has undergone enormous changes with the digitalization of many of its spheres at the information level, the communication level, the level of knowledge acquisition, the level of the establishment of social relations, and even the level of leisure. Thus, our habits and means of accessing, managing, and transforming information have also changed (European Union, 2013; Cantabrana and Cervera, 2015; Allen et al., 2020; López-Meneses et al., 2020).
These developments have also had a great impact on the educational field, in which we have to rethink firstly what kind of students we are training in terms of the skills they need in today's society, and secondly, whether we are training a profile of future teachers capable of training a student body that uses information and communication technologies as something inherent to their own personal and social development. In short, digital communication has changed practices related to literacy and has gained great relevance in the development of knowledge in the twenty-first century (Comisión Europea, 2012, 2013; European Commission, 2012; OECD, 2012; Unión Europea, 2013; Instituto Nacional de Tecnologías Educativas y Formación del Profesorado, 2017; Gudmundsdottir and Hatlevik, 2018; Pérez and Nagata, 2019; Fernández-de-la-Iglesia et al., 2020).
The European Commission (2013) indicates that initial teacher training (IDT) should integrate teachers' digital literacy, betting on the pedagogical use of digital tools, enabling them to use them in an effective, appropriate, and contextualized manner. This teaching competence should be characterized by having a holistic, contextualized, performance-, function-, and development-oriented character. In short, it is about incorporating and adequately using ICT as a didactic resource (Cantabrana and Cervera, 2015; Castañeda et al., 2018; Tourón et al., 2018; Chow and Wong, 2020; Vodá et al., 2022).
In this sense, according to the work of Krumsvik (2009), the CDD (competencia digital docente de los profesores–digital competency training for teachers) is composed of four components: basic digital skills (Bawden, 2008), didactic competence with ICT (Koehler and Mishra, 2008; Gisbert and Esteve, 2011), learning strategies, and digital training or training.
While at the Spanish level, the Common Framework of Digital Teaching Competence of the National Institute of Educational Technologies and Teacher Training (INTEF, 2017) standardizes it in five areas: information and information literacy, communication and collaboration, digital content creation, security, and problem solving (López-Meneses et al., 2020). Recently, they have been consolidated as competencies that must be acquired by any university student, along with the knowledge, skills, and attitude that make up a digitally competent citizen (Recio et al., 2020; Indah et al., 2022).
Digital literacy in future teachers
Several efforts have been made to equip future teachers with these competencies through different standards and frameworks to the level of learning acquired (Fraser et al., 2013; INTEF, 2017; UNESCO, 2018). However, how to work these competencies in initial training is still a hotly debated topic, in which special attention is paid to the promotion of experiences of a pedagogical and innovative nature to transform teaching practices, involving the integration of technologies in the classroom, as stated in the Horizon Report 2019 for the Higher Education (Educause, 2019; Le et al., 2022).
Universities are in a moment of transformation, from a teacher-focused teaching model to a model based on active learning through the use of digital technologies, giving rise to a new type of education in which the use of digital devices is intrinsic (Area, 2018; Aarsand, 2019). If digital resources and devices are an inescapable part of current and future teaching practice, digital competency training for future teachers becomes extremely relevant, given that teachers need to acquire these competencies in their initial training to integrate them into their practices as future teachers. That is, the digital competence (DC) acquired during their initial training significantly predicts the integration of technologies in future teaching practice (Nikou and Aavakare, 2021), which could range from basic digital literacy to the integration of technologies in their daily teaching practice (Gisbert et al., 2016; Alanoglu et al., 2022). Several studies have defined the different indicators that make up DC (Siddiq et al., 2017; González et al., 2018; Rodríguez-García et al., 2019; Cabero-Almenara and Palacios-Rodríguez, 2020).
This calls for a new paradigm, in which future teachers must be digitally literate, in terms of the application of active methodologies, digital competencies, and the use of innovative strategies, styles, and approaches (Garcia-Martin and Garcia-Sanchez, 2017; Gómez-García et al., 2021).
Currently, literacy workshops for future professionals are being carried out in a timely and precise manner from customized short training capsules to specific semester-long subjects in undergraduate or postgraduate studies. The training is focused on several specific aspects of digital literacy, but there is a lack of experience in imparting comprehensive digital training. In addition, there are just a few interactions with professional experts in such literacy (Ata and Yildirim, 2019; Campbell and Kapp, 2020; Domingo-Coscolla et al., 2020; Tomczyk et al., 2020; Vinokurova et al., 2021).
The present study
For the present study, we based our approach on quality and current education, in which DC was postulated as a key element for the development of students. The educational system was tasked with preparing them for their full development and participation in society (OECD, 2011). For this reason, digital literacy is understood as an essential requirement for development in the society in which we live, based on the promotion of strategies related to searching, obtaining, processing, and communicating information. All these aspects have been consolidated as the dimensions of literacy in the twenty-first century (Piscitelli, 2009; Martín and Tyner, 2012). It is, therefore, necessary to understand the reality of this subject and to investigate how these practices are being developed in the context of work. And secondly, it is equally necessary to implement new interventions and lines of research that respond to this urgent need for literacy required by today's society. Therefore, we posed the following research questions: What psychoeducational and learning variables are key in digital literacy? What is the current situation internationally regarding digital literacy in all disciplines in pre-service teacher education? What are the differences in digital literacy requirements pre and post pandemic?
Objective
The objective of this study is to analyze the empirical evidence provided by international studies from 2010 to 2021 related to the digital literacy of university students, including those who are pursuing careers related to the educational field.
Relevant differences will be observed in the contributions in empirical evidence from international studies pre-post-pandemic; and drawn from diverse cultural backgrounds (Spanish-Latin, Portuguese, Finnish, etc.,), gender, and personal digital resources.
Materials and methods
The systematic review is composed of four phases, following the model of Miller et al. (2016) and Scott et al. (2018).
PHASE 1: Search terms: In this phase, we developed a schematic of search terms from Web of Science and Scopus databases. We also accessed the databases to locate specific studies that were referenced in the publications that we found in the databases during our initial search. The schematic of terms and thematic axes that were used as a starting point for scanning both databases for anything related to the descriptor “digital” and the descriptor “literacy” is presented in Figure 1.
Figure 1. Diagram of search terms used in the systematic review.
PHASE 2: Selection process based on inclusion and exclusion criteria. The following selection criteria were applied: year of publication between 2010 and 2021, availability of full text, and language of publication in English, Portuguese, or Spanish. Once the first results were obtained, they were selected based on title, abstract, and the use of standardized instruments in their methodology. We rejected the studies that used “ad hoc” instruments to measure digital competence.
In addition, the selection indicators provided by Cooper and Hedges (1994) and Cooper (2009) were used, such as peer-reviewed journals, referenced databases, and citation indexes.
PHASE 3: Analysis of methodological quality and indicators based on scientific evidence. Following Torgerson (2007) and Risko et al. (2008) and taking into consideration the MQQn (Risko et al., 2008), we used seven indicators to analyze the quality and effectiveness of the studies (Acosta and Garza, 2011). These were: alignment of theory, findings, reliability and validity, descriptive details of participants and the study, sample, and consistency of findings and conclusions with the data (Risko et al., 2008). Alternatively, evidence-based indicators were also used along with study effect sizes (Díaz and García, 2016; Canedo-García et al., 2017).
PHASE 4: Reliability and outcomes. Reliability was established for both the selection criteria and the coding criteria during each phase, to evidence the replicability of the results. In addition, the results entailed a qualitative analysis of the selected studies, the central arguments, and the evidence provided in a modulated way to address the research questions.
Therefore, the procedure to be followed was documented and charted according to the PRISMA statement (Moher et al., 2009; Page et al., 2021) (see Figure 2). Likewise, an analysis was undertaken of the key foci in the various studies to highlight the relevant findings and evidence they provided in this regard. The key focus of our work was: first, to analyze the documents related to the digital literacy of university students; second, to identify which variables affect digital literacy; and third, to undertake a comparative analysis between the different variables that were analyzed.
Figure 2. Flowchart of search results of empirical studies in databases applying the criteria of Moher et al. (2009) and Page et al. (2021).
Results
All the selected studies had as samples university students who were pursuing some type of degree or postgraduate degree related to education, and therefore, studying to become future teachers. An intervention design was presented that corresponds to a pre-intervention, the intervention itself, and a post-intervention using techniques such as the activation of prior knowledge, instructions, emulation, and subsequent tests. We also found studies that had an experimental design assessing control groups and experimental groups (Kajee and Balfour, 2011; Kuhn, 2017; Pequeño et al., 2017; Sharp, 2018; Lerdpornkulrat et al., 2019).
In the case of those responsible for the intervention, practically in all cases, the teacher acts as such, with one or two of them taking the lead. Although the presence of specialized personnel should also be highlighted, as is the case of the work elaborated by Alfonzo and Batson (2014) and Elliott et al. (2018) in which a professional librarian also intervened. Or, in the work detailed by Ball (2019), where a consultant who is not a teacher but a professional expert in the use of digital devices and trained for such an occasion by a responsible brand (Apple) carried out the training at the center.
If we examine the constructs or competencies covered by the works selected in our search, we find that all of them, in addition to dealing with digital literacy, also focus on self-efficacy perceived and developed through digital literacy.
The results of our study could be understood under different themes.
First, we found studies that referred to digital competence and other educational issues. Within them, we found a series of competencies that are emphasized such as digital writing and reading. Research developed from digital media, such as databases, web, or applications aimed at the treatment of digital literacy was noted as emerging pedagogies and educational innovation. The digital design of content and materials and the skills to edit, publish or share them, and competencies related to mathematics and its digital literacy, formed part of digital literacy.
Second, we found studies related to digital competence and the use and employment of the Internet, social networks, web 2.0, and the treatment of digital risks and their relationship with digital literacy.
Third, we found works that in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction (Tables 1, 2).
Table 1. Summary of the results found.
Table 2. Summary of the interventions found.
Regarding instructional literature, we found a large number of results on mass training programs or courses in which digital literacy was the focus. Examples include a course offered in which students could sign up to, or modules taught during the teaching of a subject. We also found investigations on interventions that had been carried out through different subjects in the study program from where the sample was taken. In this case, the samples were taken on an ad hoc basis from a specific student body which the researcher intentionally decided based on a previous intervention experience with them (Ata and Yildirim, 2019; Ball, 2019; Campbell and Kapp, 2020; Domingo-Coscolla et al., 2020; Tomczyk et al., 2020; Vinokurova et al., 2021).
In terms of material resources, all the studies used some type of documentation (digital or not) with instructions on the development of the activities, in which the students were provided with what to do and the steps to follow. In this case, the development scenario was both online and face-to-face, based on different activities given through workshops or seminars for their development.
It should also be noted that in those investigations in which the intervention itself required a specific application or program, the same was used, specifically, and even the intervention had a specific scenario since it was carried out in person in specialized laboratories where experts and specific material was available for this purpose. As an example of these specific materials, in our results, we found the use of the Photo Story 3, Dashboard, and Wikipedia, as well as the EMODO program or the SELI platform (Kajee and Balfour, 2011; Robertson et al., 2012; Ball, 2019; Hamutoglu et al., 2019; Tomczyk et al., 2020).
Regardless of the setting and the program or application employed, we can classify the duration of these interventions into two broad groups: those that had a duration of <1 semester, and those that had an intervention whose duration ranged from one semester to one academic year.
Regarding the instruments used, it should be noted that most of them used survey forms as an evaluation instrument, either by the researcher or by the students. In addition, it is usually used as a resource to collect information of a personal nature and about one's own experience throughout the intervention. We must also highlight the fact that in many of the results found, this form was used digitally or virtually, abandoning the old paper forms (Kajee and Balfour, 2011; Robertson et al., 2012; Carl and Strydom, 2017; Elliott et al., 2018; Ball, 2019; Lerdpornkulrat et al., 2019; Campbell and Kapp, 2020).
Regarding the use of questionnaires, scales or self-reports, we found several works that used participants' digital literacy histories as instruments. Through them, the researcher could learn first-hand about the sample's personal experience of digital literacy, the previous knowledge they possess, the digital skills they had mastered, those they lack, or those they consider they should improve. It also included the sample's vision regarding the use and employment of digital resources in teaching practice (Kajee and Balfour, 2011; Robertson et al., 2012; Pequeño et al., 2017; Elliott et al., 2018).
In the case of scales, we found two papers that employed a Likert-scale elaborated ad hoc. We also found studies that employed standardized scales like the Information Literacy Assessment Scale for Education (ILAS-ED), the Digital Literacy Scale, or the E-Learning Attitudes Scale.
Some of the studies we reviewed used semi-structured interviews as a means of monitoring and providing feedback to the students Table 3; (Kajee and Balfour, 2011; Alfonzo and Batson, 2014; Gill et al., 2015; Carl and Strydom, 2017; Elliott et al., 2018; Elphick, 2018; Ata and Yildirim, 2019; Campbell and Kapp, 2020).
Table 3. Assessment intervention in the reviewed studies.
As for the sequence through which the different interventions were developed, we found two types—first, those that divided the contents in time, as is the case of the work of Kajee and Balfour (2011), who covered a first semester digital writing from online classes, self-instructions and face-to-face classes in a specific laboratory, and in a second semester was exposed to different digital research techniques, following the same methodology. In contrast, we spotted the second type, where the same technique was followed throughout the study, as is the case of Robertson et al. (2012). They applied digital stories as a tool for the development of the activity, but also the evaluation of the competency. In the research carried out by Lerdpornkulrat et al. (2019), it is apparent that with the use of the rubric, the teacher gave them an example of the work and asked them all to practice evaluating and grading this work. In this way, they could check if they understood how to use a rubric. They then used the rubric to self-assess their work. After receiving feedback, both groups of students revised and resubmitted their completed projects again.
In the investigation by Elliott et al. (2018), the intervention was structured in work modules with the following sequence of sessions: they were introduced in the first session with opportunities for group discussions and questions. Essential module reading was provided in weekly online study units and module workshops integrated academic reading and writing activities, such as paraphrasing and referencing, with module content.
In the study by Ball (2019), in the first year, the students took modules on publishing history, culture, markets, and media. In the second year, the intervention was based on their publishing skills, reading for writing development, and grammar and general literacy.
Hamutoglu et al. (2019) organized their intervention in different weeks, such that during the first week of the 14-week semester, the instructor oriented the students for the course and administered pre-tests. In the following week, students were provided with a session on the Edmodo platform and orientation training on the course content.
In the work of Gabriele et al. (2019), the experimental research plan (i.e., activities to be performed, methodology to be adopted) was established over 4 months followed by the organization of the reading material (power point presentations, introductory videos of the software, handouts, ad hoc created applications as examples).
We also found interventions that had very short time durations, but provide daily detail of the contents and interventions. Similarly, Alfonzo and Batson (2014) dedicate 1 day to the search and orientation in digital resources, 1 day to the APA standards, and 3 days to develop and use a specific application.
In the research by Istenic et al. (2016), the intervention was based on six different types of tasks related to a variety of mathematical problems, including problems with redundant data, problems with multiple solutions, problems with multiple paths to the solution, problems with no solution, mathematical problems in logic, and problems with insufficient information.
In some interventions, the sequence through which they are developed is the very development of the subject of the degree course from which they are implemented, as is the case of the work of Gill et al. (2015).
In the work of Carl and Strydom (2017), students were first familiarized with the devices and then introduced to electronic portfolios, which helped them to create blogs that serve as platforms for electronic portfolios, and guided them on how to collect artifacts and how to reflect and share content.
In one work we found narrative was used as a technique so that the students could later present their work, analyze it in groups, rework it and present it again to their classmates. Kuhn (2017), Pequeño et al. (2017), and Elphick (2018) followed this model.
Adopting a novel consultative approach, Botturi (2019) co-designed the intervention with his students in two steps: they were surveyed 4 weeks before the start of the course and asked to choose between two options: an overview of different topics/methods/experiences, or an in-depth exploration of one or two topics/methods/experiences. All respondents indicated a preference for the first option and provided indications of the topics they wished to cover (see Tables 4, 5).
Table 4. Assessment instruments used in the instructional intervention in the reviewed studies.
Table 5. Treatment fidelity.
The limitations of our search are listed in Table 6. At the theoretical level, we encountered studies that were not very current, missing research questions or hypotheses, or even missing objectives. At the statistical level, we found several studies had a small or unrepresentative sample.
Table 6. Limitations of the instructional interventions described in the empirical studies reviewed.
Analyzing the interventions themselves, we identified a few limitations, especially in those studies that neither indicates the tasks, record the entire process, or lack key information to replicate the intervention. In some studies, key information relating to the person carrying out the intervention was missing, particularly on whether they had the specific training for this purpose. Another limitation that was identified was that very few evaluation strategies were in place to evaluate the interventions (see Table 7).
Table 7. Treatment fidelity.
Similarly, gaps were found regarding ethical controls, where in some studies the main limitation was that ethical controls were non-existent or not specified (Robertson et al., 2012; Istenic et al., 2016; Kuhn, 2017; Elphick, 2018; Ata and Yildirim, 2019; Tomczyk et al., 2020).
Figure 3 shows the evolution over the years of the samples used in each of the studies from 2011 to 2020.
Figure 3. Evolution over years of the samples used in the studies from 2010 to 2021.
Figure 4 shows the evolution over the years of the controls used in each of the studies from 2011 to 2021.
Figure 4. Evolution over years of the controls used in studies from 2010 to 2021.
Discussion
This work aimed to analyze the empirical evidence found in international studies between 2011 to 2021 related to the digital literacy of university students, including those pursuing degrees in education. This objective has been met.
Regarding the first focus related to literacy, this paper highlighted the fact that studies from the West are the most prevalent in this field (Çoklar et al., 2017; Ata and Yildirim, 2019; Hamutoglu et al., 2019; Sujarwo et al., 2022), which correspond to cross-sectional studies, mostly employing instruments such as “the Digital Literacy Scale” developed by Ng (2012), and “the information literacy self-efficacy scale (ILS)” developed by Kurbanoglu et al. (2006). Regarding the level of mastery, the results showed an upper intermediate level of competence in information and digital literacy, communication, and collaboration, but a low intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools (López-Meneses et al., 2020; Moreno et al., 2020).
Regarding the second focus, digital literacy in university students, this study reviewed the various contributions of other works and found the presence of a competent group in this field, which makes efficient use of both the Internet and digital media (Çoklar et al., 2016; Ata and Yildirim, 2019; Lim and Newby, 2021). However, differences were also found in this collective relating to gender, where women were more competent than men in digital literacy, information literacy, technological literacy, and communicative literacy (Hamutoglu et al., 2019; López-Meneses et al., 2020; Navarro, 2020). However, on the other hand, we lso found studies that revealed particular gender gaps where men showed a higher propensity for DL, while women outperform men in the overall digital literacy test (Ata and Yildirim, 2019). Ata and Yildirim (2019) also found differences in DL between students where university students studying science or mathematics-related majors had higher levels of digital literacy than students majoring in social sciences or psychology fields (Ata and Yildirim, 2019; Chow and Wong, 2020).
And as for the third focus, digital literacy in future teachers, we found a dual use of digital literacy, in its social and leisure aspect (searching or maintaining friendships through social networks, sharing digital content, downloading content, or playing online games), and in its academic aspect (searching in search engines, working through online documents, organizing or synthesizing information from different processors, using computer programs to make presentations, edit images or content, or create audiovisual content (López-Meneses et al., 2020).
The main contribution of this review lies in its comparison between pre/post-pandemic studies, which show a great increase in the use of technologies in the educational world (across the curriculum), and research work focused on measuring the competencies of these devices (Baber et al., 2022). These new investigations have not only followed the line of previous ones but focused on the measurement of digital literacy and its influence on it by variables such as the degree of origin, gender, age, or being a digital native or immigrant (Castañeda-Peña et al., 2015; Çoklar et al., 2016; Castañeda et al., 2018; Ata and Yildirim, 2019; Gür et al., 2019; Hamutoglu et al., 2019; Lerdpornkulrat et al., 2019; González et al., 2020; Navarro, 2020; De Sixte et al., 2021). But there has been an expansion of the topics and variables that are studied in conjunction with digital literacy, among which we find as a novelty, the study of psycho-educational variables such as academic motivation (Chow and Wong, 2020), self-efficacy and motivation (Lerdpornkulrat et al., 2019), effort expectations (Nikou and Aavakare, 2021), and self-concept as a student and as a teacher (Yeşilyurt et al., 2016). The importance attached to the educational field, the identification of different roles or behaviors within the concept of digital literacy that is delimited, or even the types of uses within the concept of digital literacy (López-Meneses et al., 2020; Moreno et al., 2020; Navarro, 2020; Lim and Newby, 2021) are new trends.
Therefore, we can affirm that in this study the research predictions are fulfilled, in that the results found show relevant differences from international studies pre-post pandemic; and by different cultural backgrounds (Spanish Latin, Portuguese, Finnish...), gender, and personal digital resources. In terms of applications for educational practice, these results do not indicate that university students are competent in terms of digital literacy, although they demonstrate some competencies like online information search, information evaluation, information processing, information communication, and dissemination skills (Çoklar et al., 2016; Lerdpornkulrat et al., 2019). Therefore, there is the risk of training an incomplete student body in digital competence. For complete and comprehensive digital literacy for university students, especially future teachers, there is an urgent need to invest in digital literacy programs. This will ensure that the comprehensive digital competence of students corresponds to the use and employment of the Internet and digital devices in their teaching tasks (Gisbert et al., 2016), and be a guarantee of their integration into teaching practice (Aslan and Zhu, 2016; Nikou and Aavakare, 2021).
As for the limitations of this work, they are closely related to the seven indicators for analyzing study quality and effectiveness (Acosta and Garza, 2011), which are: alignment of theory, findings, reliability and validity, descriptive details of participants, and the study, sample, and consistency of findings and conclusions with the data (Risko et al., 2008). Along with evidence-based indicators, and effect sizes of studies (Díaz and García, 2016; Canedo-García et al., 2017). So future lines of research or work, should take into account overcoming these limitations, and embrace them in the face of their development.
The number of studies found in the systematic review is comparable to what is usual in this type of study and even higher. For example, in the exemplary systematic review by Scott et al. (2018), they identified only 29 studies that met the quality criteria, reviewing 50 years of studies published in the US, and of these, only four were quantitative. In the study by Borgi et al. (2020), they only found ten studies that fit the criteria in a very good analysis. Other systematic reviews go along the same lines, and in the same journal and section Frontiers in Psychology. For example, Dickson and Schubert (2020) and Liu et al. (2022) found only six studies in a review of great interest; the study by Nguyen et al. (2021) identified 18 eligible articles; Shou et al. (2022) with 12 studies included; or Tarchi et al. (2021); Huang (2022) found seven studies for quantitative analysis and eight for indirect evidence; Coxen et al. (2021) with 21 articles included in the focal analyzes of the systematic review. The number of studies to be representative is not defined by the number but by the existence of such studies. In a systematic review, all studies are reviewed, thus the population of published studies that fit the indicated criteria. With these studies, it was possible to do an analysis of objective indicators in a general comparison between studies; assessing the instruments used; examining the characteristics of the interventions such as strategies, instructional procedure, and psychological variables considered; comparing the fidelity controls of the treatments, which guarantees their rigor and their application in the terms prescribed by the empirical validation of the interventions; and reviewing the limitations of the studies and their contributions by years. These contributions were based on objective data from the studies and have been represented in tables and figures. In addition, a qualitative analysis is provided that highlights the value of intervention studies in relation to digital competence, and the key psychological variables that have been used. It is true that the studies published since 2010 were used, and that there could have been more studies before, but considering the evolution of this type of focus in relation to digital competence and the psychological variables involved, it is evident that the most interesting thing is to consider the recent years which is when its need and use has been generalized throughout the population.
Conclusions
In general, the results show that university students are digitally literate and make efficient use of both the Internet and digital media. In this sense, we found an intermediate or higher level in skills related to communication and collaboration, such as through different chat rooms, platforms, and communication applications. But an intermediate-low level in terms of digital content creation, especially in the creation and dissemination of multimedia content. So, this should be one of the future competencies to increase in this group. Although there are differences according to gender, age, or degree of origin.
We have to invest in comprehensive digital literacy programs for teachers in initial training, which appears implicit in the training plans of their official studies. Digital literacy needs to be a part of the official curriculum, and be developed rather quickly as a separate subject but in an interdisciplinary manner throughout their training. In this way, they become digitally literate people capable of creating and generating digital content and possessing the necessary competencies and skills to use and share such content.
We must also invest in assessing teachers' self-perception. Only by knowing their opinion, skills, and shortcomings, can digital training programs be designed. Digital literacy is a predictor of good digital use and a predictor of the good use and employment of digital devices and the Internet in the future when they would be teaching.
The findings of this study compel us to consider the following: first, we need to rethink the form and manner in which future teachers are capacitated in digital literacy, if we are doing it in the best way, or if on the contrary there are gaps that should be solved. Second, we should take into account the contributions of the results found and their consequences to formulate effective intervention designs and strategies to effectively capacitate pre-service teachers in digital literacy.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Author contributions
J-NS-G, NG-Á, IM-R, JG-M, and SB-C: conceptualization, methodology, software, writing—review and editing, visualization, supervision, and validation. NG-A: formal analysis, investigation, and resources: UAL, ULE, USAL, IPC, data curation, writing—original draft preparation, and funding acquisition. J-NS-G and NG-A: project administration. All authors contributed to the article and approved the submitted version.
Funding
The generalx operating funds of the universities have been used Universidad de León (Spain), Universidad de Almería (Spain), Universidad de Salamanca (Spain), Instituto Politécnico de Coimbra and NICSH (Portugal).
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher's note
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Keywords: digital literacy, pre-service & teacher education, higher education, teachers', transversal competences
Citation: Gutiérrez-Ángel N, Sánchez-García J-N, Mercader-Rubio I, García-Martín J and Brito-Costa S (2022) Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Front. Psychol. 13:896800. doi: 10.3389/fpsyg.2022.896800
Received: 15 March 2022; Accepted: 23 May 2022;
Published: 06 September 2022.
Edited by:
Pedro García Guirao, WSB Universities, PolandReviewed by:
Fabián Román, Costa University Corporation, ColombiaMalissa Maria Mahmud, Sunway University, Malaysia
Copyright © 2022 Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio, García-Martín and Brito-Costa. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Nieves Gutiérrez-Ángel, nga212@ual.es; Jesús-Nicasio Sánchez-García, jn.garcia@unileon.es