Digital technology integration for developing professional literacy among higher education students
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.24Keywords:
digital technologies, development of professional literacy of students, higher education institutions, Internet applications, artificial intelligence technologiesAbstract
The article investigates the integration of digital technologies as a means of developing professional literacy among higher education students in the context of educational digitalization. Professional literacy is defined as a multidimensional construct comprising motivational, content-information, and activity components that enable students to effectively use professional knowledge, digital resources, critical thinking, and technology-based problem-solving skills in academic and professional environments. The purpose of this study is to determine the effectiveness of integrating digital technologies into the development of professional literacy among higher education students and to experimentally verify the pedagogical conditions that facilitate this process. The research employed a mixed-methods design combining theoretical, empirical, qualitative, and quantitative approaches. The study was conducted during 2023–2025 and involved 380 students, including an experimental group (n = 190) and a control group (n = 190). Data were collected through questionnaires, testing, interviews, observations, and diagnostic assessment tasks. Statistical analysis was performed using Pearson’s χ² test at a significance level of α = .05. The results demonstrated substantial improvements in the experimental group following the implementation of digital platforms, artificial intelligence tools, virtual laboratories, and interactive technologies. The proportion of students with a high level of professional literacy increased from 12.1% to 47.9% according to the motivational criterion, from 13.8% to 46.5% according to the content-information criterion, and from 11.8% to 47.3% according to the activity criterion. Correspondingly, low-level indicators decreased from 39.9% to 11.1%, from 45.9% to 11.1%, and from 51.3% to 12.2%, respectively. In contrast, only minor changes were observed in the control group. The findings confirm the effectiveness of digital technology integration in enhancing students’ professional literacy and digital competence.
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Copyright (c) 2026 Olga Chashechnikova, Svitlana Kondratiuk, Iryna Hordiienko, Nataliia Kulchytska, Olena Balalaieva
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