Assessing the level of digital literacy among Bachelor of Education (Natural Sciences) undergraduates in an open and distance learning context

Abstract

This study investigated the digital literacy skills of Bachelor of Education (Natural Sciences) undergraduates at a Sri Lankan university which offers its programmes via an open and distance learning mode. The research employed a mixed method research design. A questionnaire was administered to 40 students to evaluate their digital literacy levels and explore demographic variations. Data analysis using non-parametric tests revealed a moderate to high overall proficiency, with the highest mean score in safety and security and the lowest in communication and collaboration. The Mann-Whitney U test indicated no significant gender-based differences across the five digital literacy domains. The Kruskal-Wallis H test showed no significant differences in most digital literacy skills across age groups and levels of study, except for safety and security, where younger students showed higher proficiency. Ordinal logistic regression suggested that gender, age, and level of study did not significantly influence overall digital literacy levels. The findings highlight the need for continued efforts to enhance digital literacy, particularly in communication and collaboration, for all students, while also noting the strengths in safety and security, especially among younger learners.