An International Modified Delphi Study on Validating the Concept and Components of Digital Literacy

Abstract

This study aims to systematically conceptualize and validate a comprehensive digital literacy (DL) framework through an international modified Delphi process. In the field of technology education, DL has been defined in diverse ways by scholars worldwide, highlighting the growing need for a shared and consensus-based understanding at the global level. To address this issue, the study systematically analyzed prior research conducted worldwide since 1995 to derive an initial conceptual framework of DL. Subsequently, three rounds of Delphi surveys were conducted with experts from South Korea’s academia and school sectors to refine the framework, followed by two rounds of international Delphi surveys with 14 experts from four continents—Asia, Europe, Africa, and the Americas—to examine cross-cultural validity.

The final outcome of this study presents a DL framework supported by cross-cultural expert review, comprising six interrelated components organized across developmental stages (basic–intermediate–advanced): technological competence; digital content understanding, search and evaluation; digital content application and creation; digital communication; computational thinking (CT)-based problem solving; and social contribution and ethical responsibility. Each component is further specified through a total of 64 subcomponents, systematically articulated to reflect developmental progression and educational applicability. This framework clarifies the concept of DL within technology education and offers an internationally applicable standard for curriculum design, assessment, and policy development across diverse educational contexts.

South Korea demonstrates a high level of information and communication technology (ICT) capacity, and digital transformation is rapidly advancing across industries, including education. In particular, technology education is closely linked to this digital shift. By integrating international expert perspectives into a framework initially shaped by the insights of South Korean researchers, this study broadens understanding of DL by incorporating multi-perspective insights and deepens international connectivity and mutual understanding in technology education, thereby informing ongoing global discourse in technology education.