An Empirical Study on the Digital Literacy Level of College Students in Applied Universities Based on Situational Learning Theory
Abstract
To explore the influencing factors and improvement paths of digital literacy among college students in application-oriented universities, this paper constructs a digital literacy evaluation framework based on the theory of situational learning and conducts a survey of 7,905 students in application-oriented universities. An exploratory factor analysis using SPSS 30 revealed characteristics such as contextualized stratification and significant disciplinary differences in students’ digital literacy. Finally, implications were drawn from aspects such as improving lifelong learning services, creating interactive learning scenarios, establishing precise training mechanisms, and building school-enterprise practice communities.
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