Measuring what matters: a systematic review and VOSviewer-based bibliometric approach to digital literacy assessment instruments, competency dimensions and challenges in education.
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| Title: | Measuring what matters: a systematic review and VOSviewer-based bibliometric approach to digital literacy assessment instruments, competency dimensions and challenges in education. |
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| Authors: | Suri, Natia Afriana1 natiaafrianasuri.s3unp@gmail.com, Festiyed2, Azhar, Minda2, Yerimadesi2, Ahda, Yuni2, Alberida, Heffi2 |
| Source: | Research in Learning Technology. 2025, Vol. 33, p1-17. 17p. |
| Subject Terms: | *Digital literacy, *Evaluation methodology, *Curriculum evaluation, *Educational outcomes, *Scholarly periodicals, *Learning, Critical analysis |
| Abstract: | Digital literacy is a critical competency in education across all levels, from primary to higher education. It includes skills such as technical proficiency, information evaluation, online collaboration, creativity and ethical technology use. This study conducts a Systematic Literature Review (SLR), following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, to examine types of instruments used to assess students' digital literacy, the competencies targeted and the methodological challenges in their development. A total of 23 peer-reviewed articles published between 2014 and 2024 were selected from Scopus, PubMed, Crossref and ERIC. This review shows that assessment instruments include Likert scale-based questionnaires, framework-aligned tools (DigComp and DQ Framework) and digital performance-based methods. These instruments are applied across diverse educational settings: primary, secondary, tertiary and adult education with varying emphases based on age and learning context. Whilst core competencies are addressed, several limitations persist, such as reliance on self-reporting, limited cross-cultural validation and lack of authentic performance assessment. This study highlights the need for more comprehensive, validated and context-sensitive instruments that integrate digital safety, ethics and practical digital skills. The findings offer insights for researchers, educators and policymakers to improve digital literacy measurement across education sectors. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190926332 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Measuring what matters: a systematic review and VOSviewer-based bibliometric approach to digital literacy assessment instruments, competency dimensions and challenges in education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Suri%2C+Natia+Afriana%22">Suri, Natia Afriana</searchLink><relatesTo>1</relatesTo><i> natiaafrianasuri.s3unp@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Festiyed%22">Festiyed</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Azhar%2C+Minda%22">Azhar, Minda</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Yerimadesi%22">Yerimadesi</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ahda%2C+Yuni%22">Ahda, Yuni</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Alberida%2C+Heffi%22">Alberida, Heffi</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Learning+Technology%22">Research in Learning Technology</searchLink>. 2025, Vol. 33, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+evaluation%22">Curriculum evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+periodicals%22">Scholarly periodicals</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+analysis%22">Critical analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Digital literacy is a critical competency in education across all levels, from primary to higher education. It includes skills such as technical proficiency, information evaluation, online collaboration, creativity and ethical technology use. This study conducts a Systematic Literature Review (SLR), following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, to examine types of instruments used to assess students' digital literacy, the competencies targeted and the methodological challenges in their development. A total of 23 peer-reviewed articles published between 2014 and 2024 were selected from Scopus, PubMed, Crossref and ERIC. This review shows that assessment instruments include Likert scale-based questionnaires, framework-aligned tools (DigComp and DQ Framework) and digital performance-based methods. These instruments are applied across diverse educational settings: primary, secondary, tertiary and adult education with varying emphases based on age and learning context. Whilst core competencies are addressed, several limitations persist, such as reliance on self-reporting, limited cross-cultural validation and lack of authentic performance assessment. This study highlights the need for more comprehensive, validated and context-sensitive instruments that integrate digital safety, ethics and practical digital skills. The findings offer insights for researchers, educators and policymakers to improve digital literacy measurement across education sectors. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25304/rlt.v33.3413 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Digital literacy Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Curriculum evaluation Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Scholarly periodicals Type: general – SubjectFull: Learning Type: general – SubjectFull: Critical analysis Type: general Titles: – TitleFull: Measuring what matters: a systematic review and VOSviewer-based bibliometric approach to digital literacy assessment instruments, competency dimensions and challenges in education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Suri, Natia Afriana – PersonEntity: Name: NameFull: Festiyed – PersonEntity: Name: NameFull: Azhar, Minda – PersonEntity: Name: NameFull: Yerimadesi – PersonEntity: Name: NameFull: Ahda, Yuni – PersonEntity: Name: NameFull: Alberida, Heffi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21567069 Numbering: – Type: volume Value: 33 Titles: – TitleFull: Research in Learning Technology Type: main |
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