Digital Literacy among Bachelor of Education Students at the Open University of Sri Lanka

Abstract

The widespread use of Information and Communication Technologies (ICT) in the 21st century necessitates strong digital literacy skills for success in education, work, and life. This study aimed to examine digital literacy among Bachelor of Education (B.Ed.) students at the Open University of Sri Lanka (OUSL), an open and distance learning (ODL) institution. While the program equips students with basic ICT skills, B.Ed. graduates are expected to be proficient in using digital tools for effective learning experiences. The following objectives were developed to achieve the aim of the study: identify the various digital literacy skills possessed by OUSL's B.Ed. students, such as information literacy, technology operation and collaboration, problem-solving and critical thinking, and safety and security; and determine the differences among students based on their gender. This study employed a survey design with a questionnaire distributed to a purposive sample of 40 B.Ed. students across different program years. The questionnaire assessed five key digital literacy areas: information literacy, technology operations and collaboration, problem-solving and critical thinking, and safety and security. Non-parametric tests were used due to the non-normal distribution of data. The analysis revealed no significant genderbased differences in digital literacy skills across all assessed areas. These findings suggest that both male and female B.Ed. students at OUSL possess comparable levels of digital literacy. While these results advocate for maintaining a gender-neutral approach to digital literacy education, further qualitative research is recommended to explore individual challenges and tailor support mechanisms. This comprehensive approach ensures an inclusive learning environment that fosters equitable skill development for all students.