Critical Digital Literacy as a Key Skill in Higher Education: Attitudes of Students and Professors

Marin Milković, Dijana Vuković, Fani Kerum

Critical digital literacy is becoming a key skill in higher education, given the increasing integration of digital technologies into teaching and research. This paper explores the attitudes of students and professors in higher education institutions towards critical digital literacy, which includes technical skills, the ability to analyze and evaluate digital sources, and the active use of digital tools in an educational context. The research is based on an analysis of the perception of critical digital literacy as an important component of academic success and professional development. Through survey research and interviews with 900 students and 300 professors from all levels of study, attitudes were examined on the importance of digital technologies in education, online safety, and their role in developing critical thinking and recognizing disinformation. The results show that students and professors are mostly aware of the importance of critical digital literacy. Still, there are significant differences in the level of engagement and trust in digital tools among different groups. Students at lower levels of education show greater trust in technology, while professors highlight the challenges in integrating digital tools into teaching, especially in terms of assessment and maintaining academic ethics. This paper points to the need for further development of critical digital literacy in higher education institutions and suggests strategies for improving educational practices, including training for faculty and students in critical thinking, internet safety, and proper use of digital resources. In conclusion, the paper highlights the importance of continuous investment in developing digital skills, which are necessary for successfully facing the challenges of the digital age and preparing students for the labour market.

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