Mapping digital literacy profiles of biology education students for technology-based learning

Abstract

Purpose: to analyze the level of digital literacy among students of the Biology Education Study Program and to examine its implications for technology-based learning.

Method: this research employed a descriptive quantitative approach with purposively selected participants. Data were collected using a Likert-scale questionnaire covering five dimensions of digital literacy: information, communication, content creation, social-emotional, and problem solving. The data were analyzed using descriptive statistics by calculating mean scores and categorizing literacy levels.

Findings: the results indicate that students' overall digital literacy was at a moderate level, with high proficiency in the information and social-emotional dimensions, moderate communication and content-creation skills, and very high problem-solving ability, highlighting the need to strengthen academic digital communication and content creation for learning.

Implications: this study implies the need for comprehensive digital literacy development of Biology Education students, including communication skills, content creation, and digital information evaluation, as a basis for strengthening the curriculum and technology-based learning to improve the readiness of prospective biology teachers.

Originality: lies in the analysis of digital literacy among Biology Education students based on five DigComp dimensions, which are directly linked to the needs of technology-based biology learning, thereby revealing gaps between technical skills, communication abilities, and academic content creation.