The Impact of Digital Literacy on Students’ Learning Outcomes: A Comprehensive Review

Abstract

Digital literacy is widely acknowledged as an essential competency in 21st-century education, but its direct correlation with learning achievement continues to present a multifaceted and often disputed area of study. This systematic review consolidates findings from diverse educational research to explore the relationship between digital literacy, encompassing operational, informational, and transformative competencies, and academic performance, student engagement, and higher-order learning outcomes across varied institutional and cultural contexts. Results indicate that digital literacy can significantly enhance learning when aligned with sound instructional design, robust institutional support, and metacognitive strategies. However, its effects are inconsistent and mediated by factors such as access, pedagogy, and educator readiness. The review further interrogates the limitations of the digital native discourse and advances conceptual models to better capture the intricate dynamics between technological proficiency and educational attainment, underscoring the need for more holistic and context-sensitive approaches in both research and practice.

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