The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

Abstract

Abstract Purpose The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years. Design/methodology/approach A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response. Findings First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.