Critical Digital Literacy as a Driver for Personalized Learning: A Study of University Students in a Virtual Learning Environment
DOI:
https://doi.org/10.21556/edutec.2025.93.4049Keywords:
Critical digital literacy, reflective portfolios, higher education students, blended learning environmentsAbstract
In the current context, critical digital literacy (CDL) is essential for university students to understand and transform their digital practices through personalized educational processes that acknowledge their backgrounds and prior knowledge. This study analyzes how participants in the EducamosContigo program, developed within a virtual learning environment, internalize and critically appropriate CDL. A qualitative analysis of student portfolios was conducted, utilizing a categorical framework based on a critical approach to digital literacy. The results reveal a strong internalization of the critical dimension, particularly concerning the digital divide, the social impact of ICTs, and misinformation. However, while students have initiated processes of critical reflection, they have not yet developed transformative proposals, indicating an emerging but still incomplete critical agency. The study concludes that training in digital learning contexts can foster critical awareness, but its consolidation requires clear pedagogical intentionality, methodologies grounded in learners’ personal trajectories, analog components, and safe spaces for experimentation.Downloads
References
Al-Shaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills. Cypriot Journal of Educational Sciences, 16(4), 2049–2069. https://doi.org/10.18844/cjes.v16i4.6074 DOI: https://doi.org/10.18844/cjes.v16i4.6074
Artamoshkina, L. E., Morawski, K., & Prokudin, D. E. (2021). Digital humanities and development of the biographical method. Vestnik of Saint Petersburg University. Philosophy and Conflict Studies, 37(2), 310–321. https://doi.org/10.21638/spbu17.2021.210 DOI: https://doi.org/10.21638/spbu17.2021.210
Blakeslee, S. (2004). The CRAAP test. LOEX Quarterly, 31(3), 4.
Bálea-Fernández, J. (2021). The shift primary and secondary socialization to virtual socialization. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 2(2), 81-92. https://doi.org/10.17060/ijodaep.2021.n2.v2.2211 DOI: https://doi.org/10.17060/ijodaep.2021.n2.v2.2211
Buckingham, D. (2007). Digital media literacies: Rethinking media education in the age of the Internet. Research in Comparative and International Education, 2(1), 43-55. https://doi.org/10.2304/rcie.2007.2.1.43 DOI: https://doi.org/10.2304/rcie.2007.2.1.43
Calderón Gómez, D. (2019). Capital digital y socialización tecnológica. En Capital digital y socialización tecnológica: Una aproximación bourdiana al estudio de la desigualdad digital y la estratificación social entre la juventud (pp. 218–244). [Tesis doctoral, Universidad Complutense de Madrid]. https://hdl.handle.net/20.500.14352/10719
Cajavilca, K., Perez-Hernandez, E., & Martin, R. C. (2025). Alfabetización Digital Crítica en espacios educativos no formales. Digital Education Review, (47), 29-43. http://doi.org/ 10.1344/der.2025.47.29-43 DOI: https://doi.org/10.1344/der.2025.47.29-43
Caton, A., Kinshuk, & Savenye, W. (2025). Dependencies of digital literacy domains for improved college readiness in higher education: A systematic literature review. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09872-4 DOI: https://doi.org/10.1007/s10758-025-09872-4
Culcasi, I., Cerrillo, R., & Cinque, M. (2025). Fostering Digital Well-Being Through (e-)Service-Learning: Engaging Students in Responsible and Inclusive Digital Practices. Behavioral Sciences, 15(9), 1158. https://doi.org/10.3390/bs15091158 DOI: https://doi.org/10.3390/bs15091158
EducamosContigo (2024). Informe de evaluación 2023-2024.
Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747 DOI: https://doi.org/10.1080/13639080123238
Floyd, C. (2023). From Joseph Weizenbaum to ChatGPT: Critical encounters with dazzling AI technology. Weizenbaum Journal of the Digital Society, 3(3). https://doi.org/10.34669/WI.WJDS/3.3.3
Fondón Ludeña, A. (2024). Metacognición y pensamiento crítico en la sociedad de la Inteligencia Artificial: del aula a la sociedad. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-492 DOI: https://doi.org/10.31637/epsir-2024-492
Ruini, C., Vescovelli, F., Cesarano, V. P., De Angelis, G., De Marco, E., De Marco, E. L., Galeazzi, G. M., Pira, G. L., Pingani, L., & Limone, P. (2024). Utilizing digital technologies to promote well-being in university students: the 'DigiWell' research protocol. Frontiers in Psychology, 15, Article 1397870. https://doi.org/10.3389/fpsyg.2024.1397870 DOI: https://doi.org/10.3389/fpsyg.2024.1397870
García Aretio, L. (2017). Educación a distancia y virtual: calidad, disrupción, aprendizaje adaptativo y móvil. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 9–25. https://doi.org/10.5944/ried.20.2.18737 DOI: https://doi.org/10.5944/ried.20.2.18737
Gutiérrez-Ujaque, D. (2024). Towards a critical digital literacy and consciousness in higher education: the emancipatory role of critical digital pedagogy. Pedagogies: An International Journal, 19(3), 337–371. https://doi.org/10.1080/1554480X.2024.2379787 DOI: https://doi.org/10.1080/1554480X.2024.2379787
Harrer, M., Adam, S. H., Baumeister, H., Cuijpers, P., Karyotaki, E., Auerbach, R. P., Kessler, R. C., Bruffaerts, R., Berking, M., & Ebert, D. D. (2019). Internet interventions for mental health in university students: A systematic review and meta-analysis. International Journal of Methods in Psychiatric Research, 28(2), e1759. https://doi.org/10.1002/mpr.1759 DOI: https://doi.org/10.1002/mpr.1759
Helsper, E. J. (2017). A socio-digital ecology approach to understanding digital inequalities among young people. Journal of Children and Media, 11(2), 256–260. https://doi.org/10.1080/17482798.2017.1306370 DOI: https://doi.org/10.1080/17482798.2017.1306370
Hennink, M. M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523 DOI: https://doi.org/10.1016/j.socscimed.2021.114523
Ilomäki, L., Lakkala, M., Kallunki, V., Mundy, D., Romero, M., Romeu, T., & Gouseti, A. (2023). Critical digital literacies at school level: A systematic review. Review of Education, 11(3), e3425. https://doi.org/10.1002/rev3.3425 DOI: https://doi.org/10.1002/rev3.3425
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Makram, A. M., Wang, J., Vaghela, G., Gala, D., Quan, N. K., Duc, M., Imoto, A., Moji, K., & Huy, N. T. (2022). Is checklist an effective tool for teaching research students? A survey-based study. BMC Medical Education, 22(1), 561. https://doi.org/10.1186/s12909-022-03632-z DOI: https://doi.org/10.1186/s12909-022-03632-z
Mills, K. A. (2024). Critical literacy and digital futures: Looking ahead. En A. Veum & G. Kvåle (Eds.), Det tekstkritiske klasserommet: Funn og erfaringer fra forskningsprosjektet CritLit (pp. 311–326). Universitetsforlaget. https://doi.org/10.18261/9788215071114-24-17 DOI: https://doi.org/10.18261/9788215071114-24-17
Milković, M., Vuković, D., & Kerum, F. (2025). Critical Digital Literacy as a Key Skill in Higher Education: Attitudes of Students and Professors. Journal of Systemics, Cybernetics and Informatics, 23(2), 48-55. https://doi.org/10.54808/JSCI.23.02.48 DOI: https://doi.org/10.54808/JSCI.23.02.48
Monarca, H., Méndez, Á., Fernández, N., & Sorondo, J. (2023). Desnaturalización, problematización y crítica: Aportes para la formación docente. En K. Gajardo & J. Cáceres-Iglesias (Coords.), Soñar grande es soñar juntas: En busca de una educación crítica e inclusiva (pp. 443–453). Octaedro.
Monteiro, A., & Leite, C. (2021). Alfabetizaciones digitales en la educación superior: Habilidades, usos, oportunidades y obstáculos para la transformación digital. Revista de Educación a Distancia, 65, 1–20. https://doi.org/10.6018/red.438721 DOI: https://doi.org/10.6018/red.438721
Naznin, F., Al Mamun, M. A., Ibrahim, R., Shuvo, M. A. R., & Hasan, M. T. (2025). The promise and perils of ChatGPT in higher education: A systematic review. Computers, 14(2), 53. https://doi.org/10.3390/computers14020053 DOI: https://doi.org/10.3390/computers14020053
Navarro, J.L., & Tudge, J.R.H. (2023). Technologizing Bronfenbrenner: Neo-ecological Theory. Curr Psychol 42, 19338–19354. https://doi.org/10.1007/s12144-022-02738-3 DOI: https://doi.org/10.1007/s12144-022-02738-3
Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference? Journal of New Approaches in Educational Research, 10(1), 15–27. https://doi.org/10.7821/naer.2021.1.616 DOI: https://doi.org/10.7821/naer.2021.1.616
Pötzsch, H. (2019). Critical digital literacy: Technology in education beyond issues of user competence and labour-market qualifications. TripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society, 17(2), 221–240. https://doi.org/10.31269/triplec.v17i2.1093 DOI: https://doi.org/10.31269/triplec.v17i2.1093
Samaniego, J. (2024). Alfabetización digital crítica: Genealogía, crítica fundacional y estado del arte. Revista Colombiana de Educación, (91), 403–425. https://doi.org/10.17227/rce.num91-17025 DOI: https://doi.org/10.17227/rce.num91-17025
Selwyn, N. (2010). Schools and schooling in the digital age: A critical analysis. Routledge. DOI: https://doi.org/10.4324/9780203840795
Suárez-Guerrero, C., Arroyo-Sagasta, A., & Ferrarelli, M. (2025). Hibridación de la enseñanza universitaria: redefiniendo el entorno, los alfabetismos y la tarea desde la didáctica. EDUTEC. Revista Electrónica de Tecnología Educativa, 91, 5–20. https://doi.org/10.21556/edutec.2025.91.3907 DOI: https://doi.org/10.21556/edutec.2025.91.3907
Unesco. (2023). Ciudadanía alfabetizada en medios e información: Pensar críticamente, hacer clic sabiamente.
Velander, J., Otero, N., & Milrad, M. (2024). What is critical (about) AI literacy? Exploring conceptualizations present in AI literacy discourse. En A. Buch, Y. Lindberg, & T. Cerratto Pargman (Eds.), Framing futures in postdigital education: Critical concepts for data-driven practices (pp. 139–160). Springer. https://doi.org/10.1007/978-3-031-58622-4_8 DOI: https://doi.org/10.1007/978-3-031-58622-4_8
Veldhuis, A., Lo, P. Y., Kenny, S., & Antle, A. N. (2025). Critical Artificial Intelligence Literacy: A Scoping Review and Framework Synthesis. International Journal of Child-Computer Interaction, 43, 100708. https://doi.org/10.1016/j.ijcci.2024.100708 DOI: https://doi.org/10.1016/j.ijcci.2024.100708
Yaseen, H.; Mohammad, A.S.; Ashal, N.; Abusaimeh, H.; Ali, A., & Sharabati, A.-A.A. (2025). The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability, 17, 1133. https://doi.org/10.3390/su17031133 DOI: https://doi.org/10.3390/su17031133
Zaabalawi, R. S., & Zaabalawi, J. (2024). Portfolios versus exams: A study to gauge the better student assessment tool. Language Testing in Asia, 14(28). https://doi.org/10.1186/s40468-024-00296-y DOI: https://doi.org/10.1186/s40468-024-00296-y
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Edutec, Revista Electrónica de Tecnología Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
