<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Xueyi Cai</style></author><author><style face="normal" font="default" size="100%">Abdul Karim, A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTING A DIGITAL LITERACY FRAMEWORK FOR UNIVERSITY STUDENTS: A LITERATURE-GROUNDED THEORY APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital education</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">grounded theory</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4770995</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As artificial intelligence and digital technologies become increasingly embedded in higher education, university students’ digital literacy has emerged as a critical indicator of educational quality and future developmental capacity. However, existing research remains conceptually fragmented, with limited clarity regarding the structural organization and generative logic of digital literacy. To address this gap, this study adopts a grounded theory–based literature analysis of high-quality international publications from 2000 to 2025. Through open, axial, and selective coding, key concepts and categories were systematically abstracted to construct an integrated digital literacy framework for university students. The findings indicate that digital literacy extends beyond technical or information-processing skills, constituting a multidimensional competence system integrating cognitive understanding, contextualized application, capability development, and ethical regulation. By synthesizing 162 initial concepts, 48 first-order categories, and 15 major categories, a four-dimensional framework was identified, encompassing digital transformation, digital use, digital competence, and digital security. Digital transformation emphasizes the development of digital thinking and students’ understanding of digital environments; digital use highlights contextualized engagement with digital technologies in learning and communication; digital competence focuses on higher-order abilities such as knowledge integration, problem solving, and innovation; and digital security underscores ethical awareness, risk management, and responsible digital behavior. Further analysis reveals a developmental trajectory from cognitive understanding to capability integration and contextual transfer, with data thinking and digital ethics functioning as key mechanisms within AI-enabled learning environments. This framework advances the structural theorization of digital literacy and provides a systematic foundation for curriculum design, assessment, and policy development in higher education.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-74</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">İsmail Karakuş</style></author><author><style face="normal" font="default" size="100%">Figen Kılıç</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">‘DIGITAL’ OVERVIEW AT THE PROFILES OF PRE-SERVICE TEACHERS: DIGITAL AWARENESS, COMPETENCE AND FLUENCY </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">digital education</style></keyword><keyword><style  face="normal" font="default" size="100%">digital fluency</style></keyword><keyword><style  face="normal" font="default" size="100%">the relational survey model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651338350.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The adaptation of the teachers to the digital age, the integration of their digital skills into the learning and teaching processes, their digital awareness, competencies and fluency constitute an important problem which is within the scope of lifelong learning.The aim of the present study is to examine the digital profiles of pre-service teachers within the framework of universal education principles and online learning theories during the pandemic period. To serve for this purpose, 'digital' profiles of pre-service teachers, who prepare individuals for the digital society, are going to be investigated. Furthermore, their digital awareness, competence and fluency levels are going to be highlighted, and the concepts are going to be discussed in the light of current developments that are under the effects of the pandemic. Thus, the level of relationship between the concepts are going to be underlined to offer solutions to current digital problems. As for the procedure, the study used relational screening model on 539 pre-service teachers. According to the results, digital awareness, competence and fluency levels of pre-service teachers were high. There is a positive, moderate and significant relationship between digital awareness and digital fluency; similarly, there is a positive, high level and significant relationship between digital fluency and digital competence. At this point, digital awareness and competence explained 62% of the variation in digital fluency. Via the present study, it is possible to note down that the concepts of digital awareness, digital competence and digital fluency might be explained thoroughly. Hence, the present study is expected to contribute to the literature and all stakeholders related to education.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">324-338</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Juraj   Slabeycius</style></author><author><style face="normal" font="default" size="100%">Daniel   Polčin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital education</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT</style></keyword><keyword><style  face="normal" font="default" size="100%">physics teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345983.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as &quot;universal curriculum&quot; tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">101-107</style></section></record></records></xml>