<?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%">Trinh Thi Phuong Thao</style></author><author><style face="normal" font="default" size="100%">Do Bao Chau</style></author><author><style face="normal" font="default" size="100%">Le Thi Diem Quynh</style></author><author><style face="normal" font="default" size="100%">Nguyen Thuy Phuong Tram</style></author><author><style face="normal" font="default" size="100%">Nguyen Truong Giang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH TRENDS ON DIGITAL LITERACY IN HIGH SCHOOLS: INSIGHTS DERIVED FROM SCOPUS DATABASE (2007 – 2024)</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%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">high school education</style></keyword><keyword><style  face="normal" font="default" size="100%">Scopus database</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=4771007</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%">In response to the increasing importance of digital literacy in secondary education, this study presents a bibliometric analysis of research on digital literacy in high schools published between 2007 and 2024. Based on 187 peer-reviewed documents indexed in the Scopus database, the study employs Biblioshiny and VOSviewer to examine publication trends, influential authors, leading institutions, primary publication sources, and thematic developments within the field. The results indicate a clear upward trend in scholarly output, with an average annual growth rate of 23.86% and a marked increase during the COVID-19 pandemic. This period appears to have intensified academic attention to digital learning and digital competencies. Although the United States and Indonesia account for the highest number of publications, countries such as Italy, Australia, and Canada show higher citation impact, suggesting differences between research productivity and scholarly influence. Thematic mapping highlights dominant research foci on digital competence, online learning, and media literacy, while areas such as computational thinking, identity formation, and robotics remain comparatively underexplored. Overall, the study outlines the evolving intellectual landscape of digital literacy research in high schools and points to several gaps that may inform more focused and methodologically diverse future research in increasingly digitalized educational settings.</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%">207-228</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%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Santi, E. A.</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS' READINESS TO INTEGRATE DIGITAL TECHNOLOGY INTO THE TEACHING PROCESS</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 literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">digital technology</style></keyword><keyword><style  face="normal" font="default" size="100%">exploratory research</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</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%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843275</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%">In recent years, the rapid development of digital technology has led to profound changes in the design and materialization of the educational process. The integration of digital technology into teaching and learning activities is no longer just a methodological option, but an essential skill for today's teachers. However, the level of teacher training varies considerably, influenced by several factors, including basic technical skills, attitudes toward technology, and experience with digital applications and platforms. In this context, a systematic analysis is needed of how teachers perceive and express their digital competences, as well as how those are reflected in their teaching practice. The purpose of the research was to assess the teachers’ readiness to introduce and integrate digital technology into the teaching process. To do this, a bidimensional model has been developed that features two dimensions: digital literacy and experience in using digital technology. The model has been tested on a sample of 579 Romanian teachers, and the results show a relatively low level of digital literacy and experience with digital technology. The group analysis revealed significant differences between teachers from urban and rural areas.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">315-326</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%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS </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 literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">e-reading</style></keyword><keyword><style  face="normal" font="default" size="100%">internet reciprocal teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</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%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1672601156.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%">Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers' report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">836-850</style></section></record></records></xml>