Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Takbir Ali

Department

Institute for Educational Development, Karachi

Abstract

In today’s digital era, the rapid proliferation of information technologies has reshaped nearly every aspect of life. These innovations have redefined how we access, process, and utilize information, influencing social interactions, educational methods, and business practices. Digital tools have become indispensable, empowering us to manage schedules, navigate complex routes, stay connected globally, and foster business innovation. As technology evolves, it creates both new opportunities and challenges, shaping an interconnected world that advances at an unprecedented pace. Within this context, digital literacy has emerged as a crucial skill set, essential for navigating and succeeding in a technology-driven world. One of the United Nations' Sustainable Development Goals underscores the importance of substantially increasing global proficiency in digital literacy. However, in countries like Pakistan, digital literacy is inadequately addressed in secondary education, raising concerns about students' readiness to leverage these technologies effectively, particularly in resource-limited regions. This study explored the digital literacy skills of secondary school students across urban and rural areas in Hyderabad; a district of Sindh province of Pakistan, to evaluate their preparedness for Society 5.0, an era emphasizing human-centered technology and a knowledge-driven society. 
The study employed a convergent parallel mixed-methods design, combining quantitative and qualitative approaches to gain a comprehensive understanding of students' digital literacy skills. Quantitatively, a cross-sectional survey was conducted with Grade 10 students (n=430; boys=205, girls=225) from eight schools including six urban and two rural, selected through a multi-stage cluster sampling approach to ensure diverse socio-economic and geographic representation. For qualitative insights, semi-structured interviews were conducted with a subset of students (n=47), exploring self-perceptions and experiences across the five domains of the Digital Competence (DIGCOMP) framework. 
The results indicate moderate overall digital literacy levels among students, with notable disparities based on gender, socioeconomic background, and access to technology. Quantitatively, male students generally outperformed female students, while urban students excelled in digital content creation and safety competencies. Socioeconomic factors, including parental education, family structure, and access to personal devices, significantly influence digital literacy. Students from higher socioeconomic backgrounds, joint families, and those with educated mothers, actively involved parents demonstrate stronger digital skills, underscoring the importance of family support and technology access in enhancing students' digital proficiency. 
High proficiency was observed in Information and Data Literacy, with students skilled in locating and managing information. However, skills in Communication and Collaboration were moderate, with limited familiarity in formal collaborative tools. In Digital Content Creation, students showed basic abilities but struggled with advanced tasks like multimedia presentations and copyright management. Safety practices were strong in basic privacy settings, yet awareness of phishing and data protection was low. Problem-solving abilities were robust among urban students, though rural students relied on external help. 
Qualitative findings corroborated these results, highlighting strengths in information searches but limited critical evaluation and advanced collaborative skills. Digital Content Creation involved basic editing, yet programming skills were sparse. Safety practices revealed awareness of basic privacy measures but limited understanding of complex issues.  Gender and urban-rural disparities were pronounced, with urban boys often having personal devices, while rural girls faced cultural and financial barriers, reflecting a persistent digital divide. 
This study recommends targeted policy initiatives to advance digital literacy and ensure equitable access to technology, enabling students to succeed in a digitally integrated world. Key recommendations include upgrading school infrastructure, recruiting and training specialized computer science teachers, modernizing the curriculum, and integrating digital skills across all subjects. Additionally, promoting parental involvement and addressing socioeconomic disparities will help prepare students for active participation in the digital economy.

First Page

1

Last Page

162

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