Digital Literacy as a Predictor of 21st-Century Skills Among Veterinary Students

This study aimed to examine the relationship between multidimensional 21st-century skills and digital literacy levels among veterinary students and to determine the predictive power of digital literacy on 21st-century skills. The research was conducted using a quantitative cross-sectional design based on a correlational survey model. The study sample consisted of undergraduate students enrolled in the Faculty of Veterinary Medicine at a public university. Data were collected through face-to-face questionnaires using the Multidimensional 21st-Century Skills Scale and the Digital Literacy Scale. Descriptive statistics, Pearson correlation analysis, and hierarchical multiple regression analysis were performed to analyze the data. The findings indicated that participants’ levels of 21st-century skills and digital literacy were moderate to high. Significant positive relationships were found between digital literacy and 21st-century skills. Regression analysis revealed that digital literacy significantly predicted 21st-century skills, with technical competence and attitude emerging as significant predictors, whereas cognitive and social dimensions were not statistically significant. The results suggest that digital literacy plays an important role in the development of 21st-century skills among veterinary students and that integrating digital technologies into educational processes may enhance students’ competencies and support their professional readiness.