A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development

Abstract Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski & Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.