Factors and Agents in Developing Students’ Digital Literacy

The results of a study are presented, the purpose of which was to identify the role of social practices and agents in the formation of digital literacy of students in the process of cyber socialization. The evolution of the concept of digital literacy is shown from technical interpretation as a skill in the use of IT technologies, to emphasizing the cognitive aspect and defining digital literacy as the ability to contextualize ICT technologies in various spheres of life. The framework was based on the DigitalCompSAT digital literacy model, based on five meta-competencies. As a hypothesis, a statement was put forward about the uneven influence of practices and agents on the meta-competence of digital literacy. A standardized survey was conducted among high school students and students of the secondary vocational education system to identify key factors of cyber socialization and their impact on the level of digital literacy. The survey was conducted online in Tomsk and the Tomsk region. The findings highlight that educational institutions are not the only source of digital literacy. The informal digital educational environment, including communication and gaming practices, plays a significant role in cyber socialization; these practices are carried out through interaction with peers and older relatives. In conclusion, it is noted that an ecosystem view of the processes of cybersocialization allows us to see the complex impact of various factors on the formation of digital skills. It emphasizes the importance of integrating non-formal educational practices into educational strategies and argues that, given the complex dynamics of cyber socialization, a more flexible and adaptive approach to teaching digital literacy is required.