Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS)
The rapid pace of digitization has increased the need for a comprehensive understanding of digital literacy, encompassing the skills required to navigate, critically evaluate, and use digital technology, such as software systems and applications, including artificial intelligence. However, existing...
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2025
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| Online Access: | http://hdl.handle.net/11675/14438 https: |
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| _version_ | 1870679721156542464 |
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| author | AlGhannama, Bareeq |
| author2 | Alkandari, Anwaar Alsaber, Ahmad Anbar, Amal |
| author2_role | author author author |
| author_facet | AlGhannama, Bareeq Alkandari, Anwaar Alsaber, Ahmad Anbar, Amal |
| author_role | author |
| dc.creator.none.fl_str_mv | AlGhannama, Bareeq Alkandari, Anwaar Alsaber, Ahmad Anbar, Amal |
| dc.date.none.fl_str_mv | 2025-11-28 2026-06-03T09:35:39Z 2026-06-03T09:35:39Z |
| dc.identifier.none.fl_str_mv | 10.1080/13614576.2025.2588758 http://hdl.handle.net/11675/14438 https: www.scopus.com/pages/publications/105023538186 |
| dc.publisher.none.fl_str_mv | Taylor and Francis Ltd. |
| dc.relation.none.fl_str_mv | Institutional Research and Effectiveness New Review of Information Networking |
| dc.title.none.fl_str_mv | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| dc.type.none.fl_str_mv | Article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | The rapid pace of digitization has increased the need for a comprehensive understanding of digital literacy, encompassing the skills required to navigate, critically evaluate, and use digital technology, such as software systems and applications, including artificial intelligence. However, existing tools lack the cultural adaptability in assessing both operational and critical digital skills, particularly in nonnative English-speaking educational contexts. This quantitative study addresses this gap by developing the culturally responsive Comprehensive Digital Literacy Scale (CDLS), designed to measure the skills necessary for employing digital technologies in education. The tool is a five-point Likert-scale questionnaire with 15 items administered in English. The sample consisted of 267 students from various private tertiary institutions in Kuwait, where English was dominant language of teaching. Evaluation of the tool followed a rigorous psychometric process, with a Cronbach’s alpha of 0.927. Principal Component Analysis (PCA) was employed to uncover the underlying structure of the digital literacy construct and identify two distinct dimensions: critical digital literacy and basic operational digital skills. Furthermore, CDLS was validated through Confirmatory Factor Analysis (CFA), with model fit indices indicating a satisfactory representation of the data. By integrating both critical and functional dimensions of digital literacy within a culturally responsive framework, the CDLS advances existing measures and provides a validated tool applicable across diverse educational contexts. Practically, the CDLS offers educators, policymakers, and software designers a reliable tool for evaluating and enhancing digital literacy to promote effective digital engagement. |
| format | article |
| id | AUKR_d8b07a85e53b366bb7b69f3bb70d17ad |
| identifier_str_mv | 10.1080/13614576.2025.2588758 www.scopus.com/pages/publications/105023538186 |
| network_acronym_str | AUKR |
| network_name_str | AU Kuwait Rep |
| oai_identifier_str | oai:dspace.auk.edu.kw:11675/14438 |
| publishDate | 2025 |
| publisher.none.fl_str_mv | Taylor and Francis Ltd. |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
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| spelling | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS)AlGhannama, BareeqAlkandari, AnwaarAlsaber, AhmadAnbar, AmalThe rapid pace of digitization has increased the need for a comprehensive understanding of digital literacy, encompassing the skills required to navigate, critically evaluate, and use digital technology, such as software systems and applications, including artificial intelligence. However, existing tools lack the cultural adaptability in assessing both operational and critical digital skills, particularly in nonnative English-speaking educational contexts. This quantitative study addresses this gap by developing the culturally responsive Comprehensive Digital Literacy Scale (CDLS), designed to measure the skills necessary for employing digital technologies in education. The tool is a five-point Likert-scale questionnaire with 15 items administered in English. The sample consisted of 267 students from various private tertiary institutions in Kuwait, where English was dominant language of teaching. Evaluation of the tool followed a rigorous psychometric process, with a Cronbach’s alpha of 0.927. Principal Component Analysis (PCA) was employed to uncover the underlying structure of the digital literacy construct and identify two distinct dimensions: critical digital literacy and basic operational digital skills. Furthermore, CDLS was validated through Confirmatory Factor Analysis (CFA), with model fit indices indicating a satisfactory representation of the data. By integrating both critical and functional dimensions of digital literacy within a culturally responsive framework, the CDLS advances existing measures and provides a validated tool applicable across diverse educational contexts. Practically, the CDLS offers educators, policymakers, and software designers a reliable tool for evaluating and enhancing digital literacy to promote effective digital engagement.Taylor and Francis Ltd.2026-06-03T09:35:39Z2026-06-03T09:35:39Z2025-11-28Articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article10.1080/13614576.2025.2588758http://hdl.handle.net/11675/14438https:www.scopus.com/pages/publications/105023538186Institutional Research and EffectivenessNew Review of Information Networkingoai:dspace.auk.edu.kw:11675/144382026-06-03T09:35:39Z |
| spellingShingle | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) AlGhannama, Bareeq |
| status_str | publishedVersion |
| title | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| title_full | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| title_fullStr | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| title_full_unstemmed | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| title_short | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| title_sort | Psychometric Evaluation of the Comprehensive Digital Literacy Scale (CDLS) |
| url | http://hdl.handle.net/11675/14438 https: |