The relationship between school-age students' literacy skills and digital well-being: a systematic review.
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| Názov: | The relationship between school-age students' literacy skills and digital well-being: a systematic review. |
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| Autori: | Arkan Z; Department of Translation and Interpreting, Faculty of Literature, Ankara Hacı Bayram Veli University, Ankara, Turkey., Bal M; Department of Turkish and Social Sciences Education, Faculty of Education, Akdeniz University, Antalya, Turkey. mazharbal@akdeniz.edu.tr. |
| Zdroj: | BMC psychology [BMC Psychol] 2025 Nov 10; Vol. 13 (1), pp. 1240. Date of Electronic Publication: 2025 Nov 10. |
| Spôsob vydávania: | Journal Article; Systematic Review |
| Jazyk: | English |
| Informácie o časopise: | Publisher: BioMed Central Country of Publication: England NLM ID: 101627676 Publication Model: Electronic Cited Medium: Internet ISSN: 2050-7283 (Electronic) Linking ISSN: 20507283 NLM ISO Abbreviation: BMC Psychol Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2013]- |
| Výrazy zo slovníka MeSH: | Students*/psychology , Digital Technology* , Literacy* , Computer Literacy*, Humans ; Adolescent ; Child ; Female ; Male |
| Abstrakt: | Competing Interests: Declarations. Ethics approval and consent to participate: Not applicable. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests. Background: This systematic review examines the relationship between literacy skills and digital well-being among school-age students. Digital technology has transformed education and daily life, creating opportunities and challenges. Understanding how literacy skills influence students' ability to safely and effectively navigate digital environments is crucial for educational policy and practice. Methods: The study followed the PRISMA 2020 guidelines and searched five databases (WoS, Scopus, ERIC, EBSCO Teacher Reference Center, and H.W. Wilson) for the relevant peer-reviewed articles. Of the 798 initial articles, 17 met our inclusion criteria. Studies were assessed using the Mixed Methods Appraisal Tool (MMAT) for methodological quality, with data analyzed thematically to identify patterns in the relationship between literacy and digital well-being. Results: The analysis revealed four key themes: (1) digital competence correlates positively with well-being, improving psychological health, and reducing cyber aggression; (2) demographic factors influence digital well-being, with females demonstrating higher awareness; (3) educational interventions using game-based learning and augmented reality effectively improve digital literacy and well-being; and (4) online risks typically originate from immediate social environments rather than strangers, requiring a balance between the technology's social benefits and overuse effects. Conclusions: The findings demonstrate a strong relationship between literacy skills and digital well-being among K-12 students. Educational interventions should integrate critical thinking with technical skills, adopt gender-sensitive approaches, and address digital access inequalities. Recommendations include developing longitudinal studies across socioeconomic contexts, exploring AI's impacts on digital well-being, and providing comprehensive teacher training to support students' healthy digital development. (© 2025. The Author(s).) |
| References: | AI Soc. 2023 Jan 3;:1-16. (PMID: 36619527) Dialogues Clin Neurosci. 2020 Jun;22(2):135-142. (PMID: 32699513) Digit Health. 2024 Nov 14;10:20552076241298482. (PMID: 39544923) JMIR Ment Health. 2021 Sep 15;8(9):e26197. (PMID: 34524098) Digit Health. 2024 Sep 19;10:20552076241283246. (PMID: 39314818) Collabra Psychol. 2018;4(1):. (PMID: 30637366) BMC Med Educ. 2023 Oct 4;23(1):727. (PMID: 37794342) Educ Inf Technol (Dordr). 2023;28(6):6695-6726. (PMID: 36465416) Curr Psychol. 2022 Jan 21;:1-17. (PMID: 35095241) J Child Fam Stud. 2015;24(11):3423-3435. (PMID: 26472932) Educ Inf Technol (Dordr). 2022;27(1):611-623. (PMID: 34690524) Cyberpsychol Behav Soc Netw. 2012 May;15(5):257-62. (PMID: 22515171) BMJ. 2021 Mar 29;372:n71. (PMID: 33782057) JMIR Form Res. 2021 May 26;5(5):e18771. (PMID: 34037525) Int J Environ Res Public Health. 2023 Mar 08;20(6):. (PMID: 36981687) Inf Syst Front. 2023;25(3):955-969. (PMID: 33424421) |
| Contributed Indexing: | Keywords: Digital Well-Being; Digital competence; K-12 education; Literacy skills; Systematic review |
| Entry Date(s): | Date Created: 20251111 Date Completed: 20251112 Latest Revision: 20251113 |
| Update Code: | 20251113 |
| PubMed Central ID: | PMC12604163 |
| DOI: | 10.1186/s40359-025-03573-4 |
| PMID: | 41214781 |
| Databáza: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Competing Interests: Declarations. Ethics approval and consent to participate: Not applicable. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.<br />Background: This systematic review examines the relationship between literacy skills and digital well-being among school-age students. Digital technology has transformed education and daily life, creating opportunities and challenges. Understanding how literacy skills influence students' ability to safely and effectively navigate digital environments is crucial for educational policy and practice.<br />Methods: The study followed the PRISMA 2020 guidelines and searched five databases (WoS, Scopus, ERIC, EBSCO Teacher Reference Center, and H.W. Wilson) for the relevant peer-reviewed articles. Of the 798 initial articles, 17 met our inclusion criteria. Studies were assessed using the Mixed Methods Appraisal Tool (MMAT) for methodological quality, with data analyzed thematically to identify patterns in the relationship between literacy and digital well-being.<br />Results: The analysis revealed four key themes: (1) digital competence correlates positively with well-being, improving psychological health, and reducing cyber aggression; (2) demographic factors influence digital well-being, with females demonstrating higher awareness; (3) educational interventions using game-based learning and augmented reality effectively improve digital literacy and well-being; and (4) online risks typically originate from immediate social environments rather than strangers, requiring a balance between the technology's social benefits and overuse effects.<br />Conclusions: The findings demonstrate a strong relationship between literacy skills and digital well-being among K-12 students. Educational interventions should integrate critical thinking with technical skills, adopt gender-sensitive approaches, and address digital access inequalities. Recommendations include developing longitudinal studies across socioeconomic contexts, exploring AI's impacts on digital well-being, and providing comprehensive teacher training to support students' healthy digital development.<br /> (© 2025. The Author(s).) |
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| ISSN: | 2050-7283 |
| DOI: | 10.1186/s40359-025-03573-4 |