A Ubiquitous Learning–Based Training Model for Enhancing Digital Literacy Among Generation Z Undergraduate Students
Article Sidebar
Main Article Content
Abstract
In an era of rapid technological change, digital literacy is a crucial competency for higher education learners, particularly Generation Z students. This study aimed to 1) examine the needs of Generation Z undergraduate students in Southern Rajabhat Universities for a ubiquitous learning–based training model to enhance digital literacy, 2) synthesize the core components of digital literacy skills, 3) develop a ubiquitous learning–based training model based on the CIPOF framework, and 4) evaluate the model’s appropriateness and alignment through expert review. The sample consisted of 388 first-year undergraduate students selected using multistage sampling. A 5-point Likert scale needs assessment questionnaire was used, and data were analyzed using descriptive statistics (mean and standard deviation). The study was conducted in four phases: needs assessment; document synthesis from the Scopus and TCI databases, followed by component validation through expert focus group discussions; model development; and expert evaluation using a 5-point Likert scale assessment form.
The findings revealed that students’ needs for a ubiquitous learning–based training model were at the highest level across all dimensions. Digital literacy was categorized into four core components: information searching and credibility evaluation, digital media creation and innovation, use of digital technologies and tools, and online communication and collaboration. The developed CIPOF-based model encompassed training structure, platform, content, learning activities, and assessment. Experts rated the model’s appropriateness and alignment at the highest level. The findings suggest that the proposed model can serve as a practical framework for designing training systems to enhance digital literacy in higher education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ahmed, S. T., & Roche, T. (2021). Making the connection: Examining the relationship between undergraduate students’ digital literacy and academic success in an English medium instruction (EMI) university. Education and Information Technologies, 26(4), 4601–4620. https://doi.org/10.1007/s10639-021-10443-0
Arsarkij, J. (2025). The Digital Learning Ecosystem Model to Enhance Digital Literacy Skills of Learners in the Education Sandbox, Chiang Mai Province. Journal of Education, Prince of Songkla University, Pattani Campus, 36(3). (in Thai)
Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: a systematicliterature review using text mining. Education and Information Technologies, 27(6), 7395-7419. https://doi.org/10.1007/s10639-021-10832-5
Chituc, C. M. (2021). A Framework for Education 4.0 in Digital Education Ecosystems. In IFIP Advances in Information and Communication Technology (pp. 702–709). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-85969-5_66
Hwang, G. J. (2014). Definition, framework and research issues of smart learning environments - a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0004-5
Jeffrey, L., Hegarty, B., Kelly, O., Penman, M., Coburn, D., & McDonald, J. (2011). Developing digital information literacy in higher education: Obstacles and supports. Journal of Information Technology Education:Research, 10(1), 383–413.
Kabakus, A. K., Bahcekapili, E., & Ayaz, A. (2025). The effect of digital literacy on technology acceptance: An evaluation on administrative staff in higher education. Journal of Information Science, 51(4), 930–941. https://doi.org/10.1177/01655515231160028
Kadek Suartama, I., Setyosari, P., Sulthoni, & Ulfa, S. (2025). Development of ubiquitous learning environment based on moodle learning management system. International Journal of Interactive Mobile Technologies, 14(4), 182–204. https://doi.org/10.3991/ijim.v14i14.11775
Leekitchwatana. P. (2025). Research Methods in Education. (14 th Rev.Ed.). Bangkok: MEAN Service Supply Limited Partnership. (in Thai)
Mardiana, H. (2024). Perceived Impact of Lecturers’ Digital Literacy Skills in Higher Education Institutions. SAGE Open, 14(3). https://doi.org/10.1177/21582440241256937
Mertala, P., López-Pernas, S., Vartiainen, H., Saqr, M., & Tedre, M. (2024). Digital natives in the scientific literature: A topic modeling approach. Computers in Human Behavior, 152. https://doi.org/10.1016/j.chb.2023.108076
Morsorn, T. (2026). Development of Ubiquitous Training System to Enhance Digital Literacy for Undergraduate Students of Southern Region Rajabhat Universities. (Unpublished doctoral dissertation). Thaksin University, Faculty of Education, Educational Technology and Communications (in Thai)
Ng, W. (2012). Can we teach digital natives digital literacy?. Computers and Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1), 305–346. https://doi.org/10.1007/s40692-022-00257-5
Office of the Permanent Secretary for Higher Education, Science, Research and Innovation. (2022). Student information. Retrieved 2022, May 2, from https://info.mhesi.go.th/stat_std_new.php (in Thai)
Pinto-Llorente, A. M., & Izquierdo-Álvarez, V. (2024). Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education. Sustainability (Switzerland), 16(11). https://doi.org/10.3390/su16114687
Reddy, P., Chaudhary, K., & Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e14878
Smith, E. E., & Storrs, H. (2023). Digital literacies, social media, and undergraduate learning: what do students think they need to know?. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00398-2
Suwanroj, T., Leekitchwatana, P., & Pimdee, P. (2019). Confirmatory factor analysis of the essential digital competencies for undergraduate students in thai higher education institutions. Journal of Technology and Science Education, 9(3), 340–356. https://doi.org/10.3926/JOTSE.645
Suwanroj, T. & Saeung, O. (2022). New Normal Appropriate Learning Model: 2NAL Model during COVID-19 Pandemic for Undergraduates of Thai Educational Institutions. Journal of Engineering Education Transformations, 35(4), 31–41. https://doi.org/10.16920/jeet/2022/v35i4/22102
Tinmaz, H., Lee, Y. T., Fanea-Ivanovici, M., & Baber, H. (2022). A systematic review on digital literacy. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00204-y
Van Audenhove, L., Vermeire, L., Van den Broeck, W., & Demeulenaere, A. (2024). Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data. Information and Learning Science, 125(5–6), 406-436. https://doi.org/10.1108/ILS-06-2023-0072
Wolff, C., Reimann, C., Mikhaylova, E., Aldaghamin, A., Pampus, S., & Hermann, E. (2021). Digital Education Ecosystem (DEE) for a Virtual Master School. In SIST 2021 - 2021 IEEE International Conference on Smart Information Systems and Technologies. Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/SIST50301.2021.9465914
