From Digital Skills Profiling to Instructional Design: A Basis for Differentiated Instruction Model

Digital skills and their development at an early age are critical determinants of active participation in the information society; however, in developing countries, the digital divide, often attributed to limited access and ineffective use of technology during this formative period, remains a significant challenge. This study aims to measure children's digital skills across foundational domains and proposes a differentiated instruction model to facilitate the development of these essential skills. A quantitative research design was employed to measure digital skills among 198 rural middle school students (grades 6–8). The results revealed a progressive increase in all domains, with mobile skills consistently higher, while creative and safety skills remained comparatively lower. Within the principles of differentiated instruction, a homogeneous clustering approach adjusts content, process, and product to address learners' needs based on readiness and skill levels, offering a framework to mitigate the capability divide in developing countries.