Abstract:

Abstract For higher education students to successfully traverse the modern digital landscape and the world's growing interconnectedness, they must be proficient in digital literacy and online research techniques. The current state of these talents among college students is investigated quantitatively in this study. An examination into undergraduate and graduate students' perceived skills, demographic differences, and the congruence between self-assessment and real competences was conducted with the use of an online survey that included a broad cohort of students from different academic fields. The results highlight a disconnect between students' confidence in their ability to conduct internet research and their actual skills. The need for focused therapies that improve self-awareness and metacognition is highlighted by this incongruity. The survey finds fascinating demographic trends that show that there aren't many differences in digital literacy skills between men and women. On the other hand, differences in skill levels between academic majors imply that settings unique to a certain subject have an impact on digital aptitude. Both continuities and variations are shown by comparing these findings to earlier studies. Contrary to previous trends, there aren't any obvious gender-based discrepancies, which suggests that these divisions may become less evident in the area of digital literacy. Additionally, the gap in abilities between academic majors confirms previous research, emphasizing the importance of disciplinary specifics in defining digital competences. The findings of this study have significant ramifications for the higher education system. In order to effectively teach these abilities, institutions are encouraged to seamlessly integrate digital literacy education into their curricula by utilizing cutting-edge pedagogies and technology.

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