Integration of Digital Literacy in Higher Education Classrooms: Perspectives of Teachers and Students

Abstract

The use of digital technologies in teaching and learning has become more widespread, and thus, digital literacy is becoming an important competence in higher education. The growth of online and blended learning, especially since the COVID-19 pandemic, has underscored the importance of online or blended learners and faculty members having digital competencies that enable them to participate effectively in learning activities. Although digital literacy is becoming increasingly important, few studies have been conducted on the experiences of faculty and students in integrating digital literacy in higher education institutions in Pakistan. This study explored the experiences of faculty and students with the incorporation of digital literacy into higher education classrooms. The study design was qualitative, and data were collected via semi-structured interviews with five faculty members and five students of Abdul Wali Khan University Mardan.

Braun and Clarke's approach to thematic analysis was used to analyze the collected data. The results found that for faculty, digital literacy is a multi-faceted skill and is not just about the technical aspects of technology, but about how to evaluate information and how to communicate and ethically use technology. The results also indicate that digital technologies improve the effectiveness of teaching, student engagement, independent learning and academic results. Pupils stated that digital tools provide them with flexibility, information and collaborative learning opportunities. The research demonstrates that digital literacy is a part of teaching and learning in higher education. The findings have profound implications for curriculum planning, teaching, training, and building digital skills in university students.