Digital Literacy in Higher Education: Examining University Students’ Competence in Online Information Practices

Accessing, processing, and sharing of information have been completely transformed by the speedy progress of digital technologies. However, as tech evolution accelerates, it presents notable challenges in the form of misinformation spreading rapidly and an increased demand for critical thinking competences. Digital literacy, encompassing the ability to navigate, evaluate, and create digital content effectively, emerges as a crucial skillset for individuals to succeed in the modern world. This study aims to assess the digital literacy levels of university students and understand their ability to critically engage with digital technologies, with a specific focus on their competences in evaluating information, utilizing technology, and engaging in online communities. A quiz-type questionnaire, informed by frameworks such as DigComp 2.2 and Eshet-Alkalai’s model, was developed to assess participants’ self-perceived and applied competences, with a focus on emerging challenges like deepfake detection not fully covered in existing tools. The findings indicate that while most students are aware of various criteria for accessing and evaluating online content, there is room for improvement in consistently applying these criteria and understanding the potential risks of misinformation and responsible use of online sources. Exploratory analyses reveal minimal differences by department and year of study, suggesting that targeted interventions are required across all study fields. The results underline the importance of cultivating critical and ethical digital literacy within higher education to enhance digital citizenship.