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21st century digital skills of higher education students during Covid-19—is it possible to enhance digital skills of higher education students through E-Learning?

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Abstract

Crucial for organizations' business performance, 21st-century digital skills have gained prominence. The Covid-19 pandemic's impact on individuals, education, and higher education institutions led to a shift from traditional face-to-face to remote synchronous learning. Students experienced diverse information and communication technologies (ICTs), while instructors adapted course structures, engaged in e-learning, and revamped online curricula. This study examines factors affecting students' digital skills acquisition, including instructor involvement, e-course quality, e-learning system usability, and e-course interactivity. Additionally, we explore the relationship between increased educational ICT usage and improved digital skills. Drawing from a survey of 624 higher education students in Pristina, Kosovo, and employing variance-based PLS-SEM analysis using SmartPLS 3.0, we find that active professor engagement in e-learning significantly influences digital skills acquisition. Ease of use and e-course interactivity also wield substantial effects, while e-course quality indirectly affects digital skills. Enhanced educational ICT usage positively correlates with creative and innovative skills development, enabled by content creation and ICT integration. This study contributes to the ongoing discussion regarding the potential enhancement of digital skills acquisition among higher education students. The findings indicate that increasing students' gaining digital skills through e-learning is indeed achievable through instructor involvement, e-course quality, ease of use, and increased ICT utilization. This study's insights provide a foundation for educators, institutions, and policymakers to make informed decisions on designing effective e-learning environments and strategies that promote students' digital skills in a rapidly evolving educational landscape.

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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. University of Prishtina “Hasan Prishtina”, Agim Ramadani Str. n.n. 10000, Prishtina, Kosova

    Mjellma Carabregu-Vokshi, But Dedaj & Adelina Zeqiri

  2. Texas Wesleyan University, 1201 Wesleyan Street, Forth Wort, Texas, 76105, USA

    Gokcen Ogruk-Maz & Sinan Yildirim

  3. ISEM, GREDEG-CNRS and University Cote d’Azur, 24 Avenue des Diables Bleus, 06300, Nice, France

    Adelina Zeqiri

Authors
  1. Mjellma Carabregu-Vokshi
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  2. Gokcen Ogruk-Maz
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  3. Sinan Yildirim
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  4. But Dedaj
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  5. Adelina Zeqiri
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Correspondence to Gokcen Ogruk-Maz.

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Appendices

Appendix 1 Survey items and reflective constructs

Table 7

Table 7 Survey Items and Reflective Constructs
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Appendix 2 Collinearity assessment of structural model

Table 8

Table 8 Collinearity statistics
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Carabregu-Vokshi, M., Ogruk-Maz, G., Yildirim, S. et al. 21st century digital skills of higher education students during Covid-19—is it possible to enhance digital skills of higher education students through E-Learning?. Educ Inf Technol 29, 103–137 (2024). https://doi.org/10.1007/s10639-023-12232-3

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