A Structural Equation Model for the Development of Digital Skills in Undergraduate Students for the 21st Century
DOI:
https://doi.org/10.14456/jiskku.2024.19Keywords:
21st century skills, Digital literacy skills, Educational institutionsAbstract
Purpose: To analyze a structural equation model for the development of digital skills in undergraduate students for the 21st century.
Methodology: This study is a quantitative research that used a questionnaire with a sample group of 400 undergraduate students from 12 higher education institutions. A multi-stage sampling method was employed, and the data were analyzed using structural equation modeling.
Findings: The results of the structural equation modeling analysis indicate that the model's fit indices are as follows: GFI = 0.98, CFI = 0.99, AGFI = 0.95, p-value = 0.11, and RMSEA = 0.02. These fit indices meet the specified criteria, leading to the conclusion that the developed digital literacy skills curricula for undergraduate students in higher education institutions is consistent with the empirical data. The detailed analysis results are as follows: 1) 21st-century skills and collaboration skills together explain 88.0% of the variance in digital literacy skills. 2) 21st-century skills and collaboration skills have a positive direct influence on digital literacy skills, with statistical significance at the 0.01 level. 3) The variable of 21st-century skills has the highest influence on digital literacy skills, followed by collaboration skills.
Applications of this study: The results of this research can be used as a guideline for developing curricula in digital literacy skills for the 21st century for undergraduate students in educational institutions, promoting their digital literacy skills for both learning and working.
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