Defense Date

10-9-2025

Graduation Date

Winter 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Professional Doctorate in Educational Leadership (ProDEL)

School

School of Education

Committee Chair

Tara Abbott

Committee Member

Misook Heo

Committee Member

Christopher Harris

Keywords

Digital literacy, college students, information technology, computers, information literacy, quantitative research, descriptive statistics, educational technology, higher education, media literacy

Abstract

This quantitative dissertation addresses the digital literacy skills gap among college students and their ability to effectively use digital technologies in higher education. While many students arrive with technical skills, gaps exist in their ability to critically assess information, ethically engage with digital content, and apply these competencies across academic and professional contexts. Grounded in the framework of technological self-efficacy, which emphasizes the belief in one’s ability to perform digital tasks, this study examines both the digital literacy skills student bring from high school and their self-perceptions of those skills during college. This study was guided by the following research questions:

  1. What digital literacy skills do college students bring with them from high school?
  2. How do college students perceive their digital literacy skills, mainly through the lens of technological self-efficacy?

A descriptive quantitative design was employed, and data were collected through a survey of 22 undergraduate students at a private Catholic University in the northeastern United States. Digital literacy was analyzed across three domains: computer literacy, information literacy, and media literacy. Findings indicated that students demonstrated limited confidence in computer and information literacy both before and after entering college, while perceptions of media literacy showed mixed results.

This study contributes to the growing literature on digital literacy in higher education by highlighting the persistence of self-perceived skills gaps despite exposure to digital technologies. The findings suggest the need for intentional instructions that develop not only technical proficiency but also confidence, critical evaluation, and ethical engagement in digital environments.

Language

English

Supplemental files
SPISAK-2025.docx (241 kB)
Dissertation
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