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The causal relationship between digital literacy and students’ academic achievement: a meta-analysis

Author

Listed:
  • Feng Li

    (East China Normal University)

  • Liang Cheng

    (East China Normal University)

  • Xi Wang

    (East China Normal University)

  • Lingxia Shen

    (East China Normal University)

  • Yuxin Ma

    (East China Normal University)

  • A. Y. M. Atiquil Islam

    (East China Normal University
    Jiangsu University)

Abstract

This meta-analysis focuses on the relationship between digital literacy (DL) and academic achievement. The 35 independent effect sizes that were collected were analyzed using Comprehensive Meta-analysis (CMA) software version 2.0, and the results showed a significant, medium positive correlation between DL and academic achievement. In addition, there were significant differences in the correlation between DL and academic achievement among students of different grade levels, orientations of DL, subjects, sampling methods, and genders. We suggest that (1) schools should develop students’ DL by strengthening the construction of a digital learning environment; (2) teachers and parents should give more guidance to primary and middle school students on the application of digital tools, making them aware of the advantages and disadvantages of digital technology for learning; and (3) students should have general digital operation skills and further master the special methods and learning models of digital technology applied to different subjects. Finally, although the relationship between DL and academic achievement was moderated by gender, with a stronger link observed in males than females, there are no full gender ratios of participants from the samples. Therefore, the relationship between DL and achievement across genders needs to be further verified in future research.

Suggested Citation

  • Feng Li & Liang Cheng & Xi Wang & Lingxia Shen & Yuxin Ma & A. Y. M. Atiquil Islam, 2025. "The causal relationship between digital literacy and students’ academic achievement: a meta-analysis," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04399-6
    DOI: 10.1057/s41599-025-04399-6
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    References listed on IDEAS

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    1. Hussien Mohamad Alakrash & Norizan Abdul Razak, 2021. "Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    2. Fernando Martinez-Abad & Patricia Torrijos-Fincias & María José Rodríguez-Conde, 2016. "The eAssessment of Key Competences and their Relationship with Academic Performance," Journal of Information Technology Research (JITR), IGI Global, vol. 9(4), pages 16-27, October.
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    4. Jerrod M. Penn & Daniel R. Petrolia & J. Matthew Fannin, 2023. "Hypothetical bias mitigation in representative and convenience samples," Applied Economic Perspectives and Policy, John Wiley & Sons, vol. 45(2), pages 721-743, June.
    5. María Cristina Martínez-Bravo & Charo Sádaba Chalezquer & Javier Serrano-Puche, 2022. "Dimensions of Digital Literacy in the 21st Century Competency Frameworks," Sustainability, MDPI, vol. 14(3), pages 1-13, February.
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