Developing and Validating an Educational System Model for the Literacies Required for Life in the Digital Age among Students of Islamic Azad Universities in Mazandaran Province

Salman Khalili; Maryam Taghvaee Yazdi; Reza Yousefi Saeed Abadi

Authors

Salman Khalili PhD student of Department of Educational Management, Sar.C., Islamic Azad University, Sari, iran Author https://orcid.org/0000-0001-9447-2671
Maryam Taghvaee Yazdi Associate Professor, Department of Educational Management, Sar.C., Islamic Azad University, Sari, Iran https://orcid.org/0000-0003-0066-7078
Reza Yousefi Saeed Abadi Department of Educational Management, Sar.C.,Islamic Azad University, Sari, Iran Author https://orcid.org/0000-0003-4418-7359

Keywords:

Digital Literacy, Educational System, Digital Education, Higher Education, Digital Competence, PLS-SEM, Islamic Azad University

Abstract

This study aimed to develop and validate an integrated educational system model for the literacies required for life in the digital age among students of Islamic Azad Universities in Mazandaran Province. This applied, cross-sectional study used an exploratory mixed-methods design. In the qualitative phase, grounded theory and inductive content analysis were employed. Thirteen experts in digital literacy, educational technology, educational management, and related fields were selected purposively from a population of 20 experts until theoretical saturation was reached. Semi-structured interviews were analyzed using MAXQDA 22. In the quantitative phase, 381 students were selected from a population of approximately 39,000 students through multistage cluster random sampling. A researcher-made 53-item questionnaire assessed 14 dimensions derived from the qualitative phase. Face and content validity were confirmed by experts, convergent validity was evaluated using AVE, and reliability was assessed through Cronbach’s alpha and composite reliability. Data were analyzed using SPSS 27 and PLS-SEM. The structural model showed that the effective educational system significantly predicted overall digital-age literacies (β = .478, t = 11.775, p < .001). The digital-age literacy construct significantly predicted technological literacy (β = .734), information literacy (β = .827), media literacy (β = .835), digital communication literacy (β = .790), digital security and ethics literacy (β = .763), critical thinking/problem-solving/technological innovation (β = .808), and lifelong learning/digital cultural awareness (β = .803), all p < .001. The educational-system construct significantly predicted curriculum and educational content (β = .890), policies and strategies (β = .885), digital-learning culture and values (β = .854), learner support (β = .814), teaching and learning methods (β = .774), technological infrastructure (β = .754), and faculty competencies and attitudes (β = .749), all p < .001. R² values ranged from .459 to .793, all Q² values were positive, and SRMR values of .085 and .088 indicated acceptable model fit. The validated model indicates that digital-age literacy development depends on the coordinated interaction of student competencies with curriculum, policy, pedagogy, infrastructure, faculty capability, learner support, and digital-learning culture.

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