A CORRELATION ANALYSIS METHOD BETWEEN STUDENTS’ DIGITAL LITERACY AND MENTAL HEALTH

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

In the context of smart agriculture, the tea industry is undergoing a transformative shift toward intelligent development. As the birthplace of tea, China holds a significant position in the global tea industry, with Anxi County in Quanzhou City, Fujian Province—renowned as the origin of Tie Guan Yin—standing as the world’s largest oolong tea production area. Its intelligent transformation of the tea industry is typical and representative. However, current research on the digital literacy of farmers is not yet mature, and there is a lack of systematic research on this specific group of tea farmers, which to some extent restricts the transformation of the tea industry towards intelligent development. The level of digital literacy among tea farmers is crucial for the intelligent development and transformation of the tea industry. Improving the digital literacy of tea farmers is the key to promoting the intelligent development of the tea industry. Therefore, studying the digital literacy of tea farmers has significant practical significance. This article takes Anxi County as the research area and focuses on moderate-scale tea farmers as the research object. Based on the United Nations Global Framework for Digital Literacy and taking into account the actual situation of tea farmers, an evaluation index system and analysis framework for tea farmers’ digital literacy have been constructed from seven dimensions: equipment and software operation skills, digital information literacy, digital communication and collaboration literacy, digital content creation literacy, digital security literacy, problem-solving literacy, and professional digital literacy. Using literature review, questionnaire survey, interview, and quantitative analysis methods, a questionnaire containing the above-mentioned dimensions was designed. After collecting data, the rationality of the questionnaire structure was verified using SPSS software. The digital literacy level of 440 medium-sized tea farmers from 11 major tea-producing townships in Anxi County was measured, analyzed, and Two-Tailed correlation tests were conducted. The results indicate that there are currently six aspects of digital literacy among tea farmers that are at a moderate level, and professional digital literacy is the weakest among the seven digital literacy. The overall digital literacy level of tea farmers needs to be strengthened. Large-scale tea farmers have the conditions to apply smart agricultural equipment and technology, which can achieve intelligent and refined management of tea gardens and intelligent upgrading of the entire industry chain. Based on the research results of the seven digital literacy of tea farmers, this article proposes improvement measures corresponding to the seven digital literacy of tea farmers from the perspectives of “government, industry associations, and training institutions”, providing reference for Anxi County and other tea-producing areas in the world.

Purpose This study aims to examine how digital parenting practices influence adolescent mental health and family well-being within urban households in Lahore, Pakistan. It explores how factors such as parental availability, digital literacy, family structure, and socio-cultural dynamics shape parenting strategies specifically restrictive mediation, active mediation and co-use. Through seven in-depth case studies, the research seeks to uncover how these strategies affect adolescents’ emotional resilience, digital behavior and family cohesion. The findings intend to inform culturally responsive policies, parenting support systems, and digital literacy programs that promote healthy digital engagement and stronger family relationships in rapidly urbanizing contexts. Design/methodology/approach This qualitative study employed a multiple case study approach to explore digital parenting practices in seven urban households in Lahore, Pakistan. Data were collected through in-depth interviews with parents and adolescents, supplemented by direct household observations. Participants were purposefully selected to represent diverse socio-economic backgrounds, family structures and levels of digital literacy. Interviews focused on parenting strategies, adolescent digital behavior, mental health and family dynamics. Observations captured how digital media was integrated into daily routines. Thematic analysis was used to identify patterns and contextual nuances in digital mediation and its impact on adolescent well-being and family cohesion. Findings The study found that active mediation and co-use of digital media foster adolescent emotional resilience and strengthen family cohesion. In contrast, restrictive mediation without open communication often led to secrecy, anxiety and weakened trust. Parental digital literacy and availability significantly influenced mediation style and effectiveness. Multigenerational households benefited from broader support networks when communication was cohesive, while conflicting rules sometimes created confusion. Low-income families with limited digital knowledge were more vulnerable to unsupervised digital use and associated mental health risks. Overall, balanced, communicative digital parenting proved essential for promoting adolescent well-being and sustaining positive family relationships in urban settings. Originality/value This study offers original insights into digital parenting within the socio-cultural and economic context of urban Pakistan, a setting largely underrepresented in existing literature dominated by Western perspectives. By using a case study approach, it captures the lived experiences of diverse urban families, highlighting how cultural values, digital literacy and household dynamics shape parenting strategies and adolescent outcomes. The research contributes valuable, context-specific knowledge for designing culturally sensitive digital literacy programs and parenting interventions. It also underscores the importance of balancing control with communication in digital parenting, offering practical guidance for educators, policymakers and mental health professionals working with urban families.

<sec> <title>BACKGROUND</title> The population of patients with heart failure (HF) is rapidly aging, and the prevalence of HF continues to rise among older adults. Effective HF self-care is essential for improving survival and reducing hospital readmissions, and the role of family caregivers in supporting and reinforcing these behaviors has become increasingly important. With the growing integration of digital health technologies into HF management, technology-assisted self-care is becoming more common. However, many older adults experience difficulties in adopting and effectively using digital tools, which may limit the potential benefits of digital health interventions. As both patients’ and caregivers’ levels of digital literacy may jointly shape HF self-care behaviors, a dyadic analytic approach is warranted to clarify their interdependent effects. </sec> <sec> <title>OBJECTIVE</title> This study aimed to compare digital literacy between older patients with HF and their caregivers and to examine how digital literacy influences HF self-care behaviors within patient-caregiver dyads. </sec> <sec> <title>METHODS</title> This cross-sectional study included 102 patients with HF–caregiver dyads recruited from outpatient clinics in South Korea. Digital literacy was measured using the Everyday Digital Literacy Questionnaire. HF self-care, encompassing 3 key dimensions—self-care maintenance, symptom perception, and self-care management—was assessed using the Self-Care of Heart Failure Index (version 7.2) for patients and the Caregiver Contribution to Self-Care of Heart Failure Index (version 2.0) for caregivers. Dyadic associations were analyzed using the Actor-Partner Interdependence Model with maximum likelihood estimation. </sec> <sec> <title>RESULTS</title> Patients (age: mean 79.4, SD 9.1 years) had significantly lower digital literacy than caregivers (age: mean 59.0, SD 13.1 years). Caregivers primarily consisted of adult children (63/102, 61.8%), followed by spouses (33/102, 32.4%). The Actor-Partner Interdependence Model results revealed significant actor effects of digital literacy on symptom perception for both patients (β=0.26; &lt;i&gt;P&lt;/i&gt;=.008) and caregivers (β=0.32; &lt;i&gt;P&lt;/i&gt;=.002). For self-care management, a significant actor effect was observed only for patients (β=0.24; &lt;i&gt;P&lt;/i&gt;=.02). No significant actor effects were found for self-care maintenance, and no partner effects reached statistical significance across any dimension. </sec> <sec> <title>CONCLUSIONS</title> Digital literacy significantly influenced individuals’ own HF self-care behaviors, particularly symptom perception, but cross-partner effects were not observed within dyads. These findings suggest that digital health interventions should assess and address patients’ and caregivers’ digital skills as distinct targets rather than assuming spillover effects within dyads. To optimize HF outcomes in aging populations, culturally sensitive and dyad-focused strategies that consider individual digital literacy are essential. </sec>

BackgroundChina has entered a stage of moderate aging, characterized by a “90-7-3” eldercare pattern: 90% of the older adults opt for home-based care, 7% utilize community-based care, and 3% reside in institutional care facilities. With the rapid development of the digital economy, innovative solutions such as smart eldercare devices and telemedicine have emerged, offering new possibilities to enhance the efficiency and quality of eldercare services. However, while benefiting from digital technologies, the older adults generally face challenges posed by the “digital divide,” making digital literacy a critical factor constraining the digital transformation of eldercare services.MethodsThis study utilizes data from the 2020 China Longitudinal Aging Social Survey (CLASS 2020) to examine the impact of digital literacy on older adults’ utilization of community-based home care services (CHCS). Factor analysis was employed to measure digital literacy levels, while probit regression and Heckman’s two-stage model were applied for empirical analysis.ConclusionOur empirical analysis yields three key findings: (1) A significant negative relationship is found between digital literacy and the utilization of CHCS. This indicates that, on average, higher digital literacy is associated with a lower propensity to use CHCS. (2) Dimension-specific analysis reveals divergent impacts: Digital application literacy was positively associated with service utilization. However, device operation literacy, information acquisition literacy, and digital social literacy all exhibited significant negative correlations with service use. (3) Mechanism analysis indicates that digital literacy reduces older adults’ reliance on CHCS through multiple pathways, including increased alternative consumption expenditures, strengthened social and family support, and improved self-efficacy.DiscussionThe findings suggest that improved digital literacy may reduce older adults’ utilization of CHCS, providing important implications for optimizing the elderly care system in the digital era. While promoting digital literacy among older populations, policymakers should establish integrated online-offline service delivery models to achieve precise matching between seniors’ needs and care provision.

Cultivating the digital literacy of vocational education normal students is a fundamental link in promoting the digital teaching reform of vocational education. Taking the vocational education normal students majoring in finance and accounting of Lingnan Normal University as the research object, this paper investigates and analyzes the current situation of the digital literacy level of normal students. The results show that the digital literacy of finance and accounting normal students is generally at a medium to high level, and their digital social responsibility literacy is good. The higher the grade of normal students, the higher their digital literacy level. This indicates that the implementation of the school's "New Normal Education + Education Informatization 2.0" and "Three Transformations and Four Modernizations" peak construction project has achieved certain results. The "Digital Technology knowledge and skills", "digital application" and "professional development" qualities of finance and accounting vocational education normal students can basically support their learning activities as college students, but are not sufficient to support their teaching activities as teachers. However, finance and accounting vocational education normal students have a good attitude and confidence in learning new digital technologies. In this regard, it is urgent to build a complete knowledge system of digital technology, integrate digital literacy education with professional education, and create diversified digital literacy education scenarios to improve the digital literacy level of normal students in finance and accounting vocational education.

ABSTRACT: In today's fast-evolving digital world, financial services and digital literacy have become more accessible than ever. It’s a necessity-among the youth, especially college-going students, the use of digital tools is almost inseparable from daily life. With just a few taps on a smartphone, one can transfer money, pay bills, invest, or even apply for loans. This shift has been widely adopted by the youth, who are among the most active users of digital platforms. However, while usage is high, the actual understanding of how digital finance works — along with its risks and responsibilities — often remains low. This research paper explores the current level of digital financial literacy among college students, focusing on their awareness, usage behavior, challenges faced, and cybersecurity understanding. A sample of 100 students from various academic backgrounds was surveyed through a structured questionnaire. It includes a literature review, primary data insights, and critical analysis, recommendations include integrating digital education into curricula and increasing digital awareness campaigns The study found that although students are generally comfortable using technology, use apps like UPI, e-wallets, and digital banking frequently, many lack proper knowledge of investment options, fraud risks, and safe online financial practices. Gaps remain in understanding digital safety, evaluating information, and using digital tools productively. The findings point to the need for financial education programs that go beyond textbook theory and teach students real-world money skills. By improving digital financial literacy, we can empower young adults to make smarter, safer financial decisions that will benefit them long after they leave college. KEYWORDS: Digital Literacy, College Students, Awareness, Internet Usage, Digital Safety, Online Education, Challenges

Background: The Fourth Industrial Revolution highlights the importance of artificial intelligence (AI) and digital literacy in dental hygiene education. However, research on students’ attitudes toward AI and their digital literacy levels is limited. Therefore, this study investigated the attitudes of dental hygiene students toward AI and digital literacy levels. Methods: In total, 167 dental hygiene students in Baekseok University participated in the study and provided informed consent. The survey tool included general characteristics, smartphone usage patterns, attitudes toward AI, and digital literacy levels. Attitudes toward AI and digital literacy based on general characteristics and smart device usage were analyzed using t-tests and one-way ANOVA. Correlations among attitudes toward AI, digital literacy awareness, and digital literacy behaviors were analyzed using Pearson’s correlation analysis. The impact of AI attitudes and digital literacy awareness on digital literacy behavior was examined using linear regression analysis. Results: Students with higher interest in their major had more positive attitudes toward AI, and those with higher smart device usage showed increased AI attitudes and digital literacy (p＜0.05). Simple frequency or duration of smartphone use did not affect digital literacy, but students who perceived their smart device usage positively and believed that they used smart devices effectively in their studies exhibited higher levels of digital literacy (p＜0.05). A positive attitude toward AI is associated with higher levels of digital literacy (p＜0.05). Digital literacy awareness and attitudes toward AI influenced digital literacy behavior (p＜0.05). Conclusion: These results suggest that the qualified utilization and application of digital devices in dental hygiene education are important. Improving the educational curriculum is necessary; as a result, digital technology can be effectively utilized, and various educational programs should be introduced to enhance digital literacy.

Objective: This study aims to identify the relationship between the levels of eHealth and digital literacy in university students. Methods: This descriptive and correlational study was conducted on 469 students from non-health-related faculties in a university in Northern Cyprus during the spring semester of the 2020-2021 academic year. Descriptive information form, eHealth literacy scale, and digital literacy scale were used for data collection. Independent sample t-test, analysis of variance, Tukey, and Pearson’s test were used for data analysis. Results: There was a positive and statistically significant correlation between the eHealth Literacy Scale and Digital Literacy Scale total and sub-dimensions scores (P &lt; .05). The mean score obtained from the eHealth Literacy Scale was 28.22 ± 7.86 (min. 8, max. 40). On the other hand, the mean score obtained from the Digital Literacy Scale was 58.87 ± 15.15 (min 17, max. 85). The eHealth Literacy Scale and Digital Literacy Scale scores of male students were significantly higher than female participants (P &lt; .05). The eHealth and digital literacy levels of the participants, who believed that the internet is a valuable source of health information, were significantly higher than the other participants (P &lt; .05). Conclusion: The levels of eHealth and digital literacy of the participants were relatively high. Finally, the level of digital literacy was positively correlated with the level of eHealth literacy. Cite this article as: Burçaklı E, Kılıç HF. The relationship between eHealth literacy and digital literacy in university students: The case of Northern Cyprus. Arch Health Sci Res. 2023;10(2):81-86.

The aim of the study is to examine the relationship between the digital literacy (DL) levels of pre-service physical education and sports teachers and their artificial intelligence anxieties (AIA). A total of 362 pre-service physical education and sports teachers, studying in the 2024-2025 academic year, participated in the research which is conducted using the relational screening model, one of the quantitative research methods. The data were collected using the Digital Literacy scale adapted to Turkish by Üstündağ et al. (2017), the Artificial Intelligence Anxiety scale adapted to Turkish by Akkaya et al. (2021), and the Personal Information Form. The data obtained in the study were analyzed using SPSS 27 with skewness-kurtosis analysis, independent samples t-test, one-way ANOVA and Pearson correlation analysis tests. The findings showed that there was no significant difference in digital literacy levels in terms of gender, but female participants had higher anxiety levels in the "AI configuration" sub-dimension. It was determined that the digital literacy levels of third-grade students were significantly higher than those of other grades. While the digital literacy levels of the participants living in the city were found to be higher, this variable did not create a significant difference in AI anxiety. The participants' DLs were high, their DL was at a medium level, and a negative, weak significant relationship was found between DL and AIA. As a result, it can be said that developing digital literacy can be effective in reducing AI anxiety.

Purpose: This study aims to strengthen digital literacy among mothers, who function as primary gatekeepers of health information within the family. The activity focuses on enhancing critical thinking, information verification skills, and awareness of misinformation risks when accessing digital health related content. Design Methodology Approach: A community based outreach intervention was conducted using the CRAP framework, which emphasizes Currency, Relevance, Authority, and Purpose in evaluating digital information. The program employed a pre test and post test design to assess changes in participants’ digital health literacy before and after the educational intervention. Findings: The findings reveal a measurable improvement in participants’ digital health literacy following the activity. Mothers demonstrated a stronger ability to critically evaluate online health information, identify unreliable sources, and recognize potential misinformation, particularly content circulated through social media and instant messaging platforms. Practical Implications: The results indicate that a simple, communicative, and context driven educational approach is effective in improving public awareness and critical evaluation skills in the digital environment. Accessible digital literacy programs are therefore essential for community empowerment, especially for vulnerable groups such as mothers who play a central role in family health decision making. Originality Value: This study highlights mothers as strategic actors in digital health information management and demonstrates that a practical CRAP based intervention can significantly enhance digital health literacy. The program contributes to the achievement of sustainable development goals related to digital skills and health literacy by empowering families to navigate digital information responsibly.

Background:The use of mobile learning applications has influenced students' digital literacy levels. The use of information technology as a learning medium, including mobile learning, can influence students' motivation to learn and make learning easier and faster. Using mobile learning applications can also increase students' digital literacy, especially in terms of connections. Research Objectives:The aims of this research are to identify the impact of using mobile learning applications on the development of students' digital literacy, assess students' abilities in using mobile learning applications, determine how the use of mobile learning applications is effective and efficient in increasing students' digital literacy, and assess the impact of using mobile learning applications on the development of digital literacy student. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be seen thatMobile learning apps can help students learn more about digital literacy. This application can offer a variety of learning materials and information related to digital literacy, so that students can better understand and expand their knowledge. Conclusion:From this research, researchers can conclude that the impact of using mobile learning applications on the development of students' digital literacy can increase students' interest in learning, help them learn digital literacy and students' learning resilience.

Objectives: This study aimed to investigate the digital literacy and major satisfaction levels of dental hygiene students and identify the interrelationships between them as well as the factors related to major satisfaction. Methods: An online survey was using a structured questionnaire was conducted with 223 dental hygiene students. Digital literacy and major satisfaction were measured using a 5-point Likert scale, and correlation and multiple regression analyses were performed. Results: The participants’ digital literacy averaged 3.87 points, and their major satisfaction averaged 3.82 points. The digital literacy factor related to major satisfaction was critical thinking skills (β=0.747, p&lt;0.001). This indicates that the higher the critical thinking skills, the higher the major satisfaction. The explanatory power of the model was 63.7%. Conclusions: Critical thinking skills as a factor of digital literacy were found to influence dental hygiene students’ major satisfaction, suggesting that a curriculum that can increase critical thinking can improve major satisfaction.

Purpose This study aims to examine the impact of digital literacy as a major component of digital inequality on the total income of individuals (a major component of economic inequality) in Sri Lanka, emphasizing the variations observed due to several demographic and geographical factors. Design/methodology/approach A baseline regression analysis using ordinary least squares was conducted, followed by an instrumental variable approach to address potential endogeneity. Variables such as age, education, gender, sector and employment status were included alongside digital literacy to examine their combined effect on total income. A logit model assessed digital literacy’s impact across income levels, while heterogeneity analysis explored how digital literacy influenced total income in diverse groups with distinct attributes. Findings This study reveals that digital literacy significantly increases total income for individuals in Sri Lanka, as affirmed by various analyses used in the study. Results further indicate that demographic characteristics, such as age, gender, level of education, location, employment status and digital literacy, significantly affect individuals’ total income. Originality/value This study contributes to the literature in multiple ways by exploring the impact of digital literacy on income inequalities by concentrating on different strata of society without focusing on one segment of society, focusing on individuals in a developing country in South Asia to investigate the income inequalities based on their level of digital literacy and using Labour Force Survey data to conduct research on digital inclusion and digital inequality.

In today's digital era, students need digital literacy skills to critically navigate, evaluate, and analyze a large amount of online information. Digital literacy uses digital technology to obtain, evaluate, create, and communicate information in various contexts. This research aimed to investigate the impact of CDA in improving students' digital literacy, explore the role of CDA in enhancing students' digital literacy, and identify the lecturer's strategy in using CDA for enhancing students' digital literacy. This current study used classroom action research as a research design which consisted of two cycles. The participants in this research were college students at STIE Gentiaras Lampung. The instruments of this research consisted of tests and non-test. Quantitative data was taken from students' digital literacy tests, and qualitative data were taken from observation and interviews. The findings show that CDA can improve students' digital literacy. Moreover, there were five roles of CDA in enhancing students' digital literacy: fostering critical thinking, promoting media literacy, enhancing textual analysis, encouraging social awareness, and cultivating responsible digital citizenship. The last finding is the teacher employed three strategies to improve students' digital literacy: acquainting them with the fundamental principles of CDA, selecting diverse texts for comprehensive CDA analysis, and encouraging classroom discussions. According to the findings, policymakers can consider integrating CDA into educational curricula to enhance students' digital literacy skills.