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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
Language: English
Authors: Natia Afriana Suri (ORCID 0009-0007-7556-4619), Festiy, Minda Azhar, Yerimadesi, Yuni Ahda, Heffi Alberida
Source: Research in Learning Technology. 2025 33.
Availability: Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Intended Audience: Researchers; Teachers; Policymakers
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Postsecondary Education
Adult Education
Descriptors: Digital Literacy, Measures (Individuals), Core Competencies, Testing Problems, Elementary Secondary Education, Postsecondary Education, Adult Education
ISSN: 2156-7069
2156-7077
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483961
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Natia+Afriana+Suri%22">Natia Afriana Suri</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-7556-4619">0009-0007-7556-4619</externalLink>)<br /><searchLink fieldCode="AR" term="%22Festiy%22">Festiy</searchLink><br /><searchLink fieldCode="AR" term="%22Minda+Azhar%22">Minda Azhar</searchLink><br /><searchLink fieldCode="AR" term="%22Yerimadesi%22">Yerimadesi</searchLink><br /><searchLink fieldCode="AR" term="%22Yuni+Ahda%22">Yuni Ahda</searchLink><br /><searchLink fieldCode="AR" term="%22Heffi+Alberida%22">Heffi Alberida</searchLink>
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  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.
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      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Core Competencies
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      – SubjectFull: Testing Problems
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Adult Education
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