ABSTRACT

Background: Digital literacy has emerged as an essential competency enabling students to engage effectively within academic and professional contexts. With the growing integration of digital technologies in higher education, a comprehensive understanding of students’ digital capabilities is vital for the development of informed curricula and appropriate support strategies. Objectives: This study seeks to evaluate the digital literacy levels of higher education students in Shandong Province, China, and to examine the personal and contextual factors that impact the development of these competencies. Methods: A quantitative research approach was adopted, utilising the Digital Literacy Questionnaire. The survey was distributed to a sample of 400 higher education students. Descriptive statistical analysis was performed using SPSS software to assess proficiency levels across various dimensions of digital literacy. Results: The findings reveal that students in Shandong Province possess an average level of proficiency in Computer and ICT skills, while exhibiting a high degree of competence in fundamental Internet skills. Their ability to search for and retrieve information was assessed as moderate, although they employ a variety of channels to access informational resources. Students demonstrated considerable effectiveness in utilising information, particularly in the critical evaluation of content. Nevertheless, they encounter difficulties related to information authority, access efficiency, and the limited availability of trustworthy information sources. Moreover, the results highlight significant disparities in digital literacy between students from rural and urban settings. Personal variables, including academic performance, educational background, and family circumstances, were also identified as influential factors affecting specific aspects of digital literacy. Conclusion: The study underscores the necessity for specialised digital literacy training within higher education, which should be customised to accommodate individual learning preferences, levels of motivation, and prior knowledge. Furthermore, offering support and professional development opportunities for academic staff can enhance their involvement and play a pivotal role in advancing students’ digital literacy.