Beyond Browsing: Examining the Digital Experience that Drive Students’ Digital Literacy

Abstract

As digital technology continues to transform educational environments, fostering digital literacy among students has become increasingly essential. This paper explores the digital practices that most effectively support students' development of digital literacy skills. This study specifically aims to identify the impact of understanding digital practices, Using Information, Finding Information, and Creating Information on students’ digital literacy. This quantitative study used primary data collection through survey questionnaire. The sample was selected using the convenience sampling and the sample consist of three pioneering universities of Sri Lanka, namely, University of Sri Jayewardenepura, University of Colombo, and NSBM Green University. 120 undergraduate students responded to the questionnaire and data was analyzed by using the SPSS software. Based on the findings, the experience of using information and finding information has a significant impact on the students’ digital literacy. Also, the experience of understanding digital practices and creating information does not have a significant impact on the students’ digital literacy. These findings highlight the need for educational institutions to prioritize specific digital practices, particularly the skills of using and finding information, within their curriculum to enhance digital literacy. By focusing on these areas, universities can better equip students with the critical abilities needed to navigate and assess digital information effectively in both academic and professional contexts. The study also suggests that while creating digital content is valuable, it may not directly influence digital literacy as strongly as information retrieval and utilization skills. This study contributes to a growing understanding of how targeted digital practices can shape student preparedness for an increasingly digital world.