Assessing students’ digital literacy and lecturers’ perception of digital literacy in Oman: Implications for educational development

Abstract

In an increasingly digitized educational landscape, digital literacy has become a crucial competency for effective teaching and learning. This study investigates the level of digital literacy among lecturers and students at the Preparatory Studies Center of the University of Technology and Applied Sciences–Ibri, with a particular focus on lecturers’ and students’ familiarity with digital technologies, the factors influencing technology use, and satisfaction with digital tools. A mixed-methods research design was employed. Quantitative data were collected from 100 Omani students through a questionnaire, while qualitative data were obtained through semi-structured interviews with seven EFL lecturers. Student data were analyzed using descriptive statistics, and lecturer interviews were analyzed thematically. The findings reveal lecturers’ awareness of concepts and skills associated with digital technology and their belief that digital technologies have a positive impact on lesson planning, communication with students, and the preparation of classroom activities. Omani students also reported that they were digitally competent, particularly in internet use, digital tools, web-search skills, and engagement with digital technologies for learning and communication purposes. However, more advanced forms of digital identity-creation tools and specialized software, such as graphic design software, spreadsheets, concordance tools, blogs, and wikis, appear to be used less frequently. Overall, the findings highlight the positive digital orientation of both students and lecturers while identifying areas requiring further development in advanced and specialized digital skills within the higher education context examined.