The Level of Digital Literacy and Employability of Civil Engineering Graduate

Objective: The objective of this study is to investigate the level of digital literacy and employability skills among students of the Civil Engineering Department at Universitas Negeri Semarang, with the aim of understanding how these skills influence their readiness for the workforce in the context of Industry 4.0. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Theories related to digital literacy (Gilster, 1997; Hargittai, 2005; UNESCO, 2018) and employability (Dacre Pool, 2014; Vanhercke, 2014; Forrier, 2015) stand out, providing a solid basis for understanding the context of the investigation. The study also integrates concepts from Industry 4.0 and Building Information Modeling (BIM) to contextualize the skills required in modern civil engineering practices. Method: The methodology adopted for this research comprises a quantitative survey design involving 115 students from the Civil Engineering Department. Data collection was carried out through two structured questionnaires: one measuring digital literacy based on the UNESCO Global Framework of Reference on Digital Literacy Skills, and the other assessing employability using an adapted scale. Statistical analyses, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM), were employed to analyze the data. Results and Discussion: The results obtained revealed that digital literacy significantly influences employability among civil engineering students. Four key factors of digital literacy (Hardware and Software Skills, Information and Data Skills, Communication and Collaboration Skills) and five factors of employability (Emotional Intelligence & Self-Management, Academic Performance & Study Skills, Career Development Learning, Problem-Solving Skills, Work & Life Experience) were identified. The SEM analysis confirmed a strong causal relationship between digital literacy and employability, with good model fit indices (GFI = 0.942, CFI = 0.969, RMSEA = 0.061). Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of higher education and workforce preparation. These implications could encompass curriculum development, skill enhancement programs, and policy-making to better align educational outcomes with industry demands. Originality/Value: This study contributes to the literature by highlighting the critical role of digital literacy in enhancing employability among civil engineering students. The relevance and value of this research are evidenced by its potential to inform educational institutions and policymakers on the importance of integrating digital skills into the curriculum to prepare students for the evolving demands of the construction and engineering industries.