Volume 13, Issue 2 (2025)
Health Educ Health Promot 2025, 13(2): 1001-1012 |
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Norouzi Aval R, Mousavi Baigi S, Kimiafar K, Sarbaz M. Survey of Awareness and Level of Digital Literacy among Paramedical Students: A Cross-Sectional Study. Health Educ Health Promot 2025; 13 (2) :1001-1012
URL: http://hehp.modares.ac.ir/article-5-80679-en.html
URL: http://hehp.modares.ac.ir/article-5-80679-en.html
1- Department of Health Information Technology, Faculty of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
2- Department of Health Information Technology, Faculty of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran ,kimiafarkh@mums.ac.ir
2- Department of Health Information Technology, Faculty of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran ,
Abstract: (60 Views)
Aims: Digital literacy is a set of skills that enables individuals to effectively use digital technologies for learning, communication, and knowledge creation. Therefore, the aim of this study is to investigate the level of awareness and digital literacy of paramedical students.
Methods: This cross-sectional study was conducted from October 2024 to February 2025. Data were collected using a previously questionnaire developed by Aydınlar et al. (2024). This questionnaire had 31 questions, and focused on topics, including, demographic data, level of familiarity with programming, opinion of digital literacy, software, hardware, network, ethics, security, artificial intelligence (AI), knowledge-interest. The face validity of the questionnaire was measured by faculty members, and its reliability was also measured using the test-retest method. SPSS software was used to analyse data.
Findings: A total of 105 students responded to the survey. 60% of the students were female, and 40% were male. Overall, more than half of the participants (51.4%) believed that digital literacy training was necessary but optional. In contrast, 30.5% stated that digital literacy training was necessary and mandatory. The domains of "interest-knowledge, AI, network, ethics, and hardware" had the highest average scores, and the domains of “software and security" had the lowest averages. In examining the relationship between digital literacy domains and gender, the scores of men in the domain of "software and Multimedia" were significantly higher than women (p-value = .021).
Conclusion: To improve digital literacy, it is necessary to design and implement targeted training and programs with a greater focus on weaker areas.
Methods: This cross-sectional study was conducted from October 2024 to February 2025. Data were collected using a previously questionnaire developed by Aydınlar et al. (2024). This questionnaire had 31 questions, and focused on topics, including, demographic data, level of familiarity with programming, opinion of digital literacy, software, hardware, network, ethics, security, artificial intelligence (AI), knowledge-interest. The face validity of the questionnaire was measured by faculty members, and its reliability was also measured using the test-retest method. SPSS software was used to analyse data.
Findings: A total of 105 students responded to the survey. 60% of the students were female, and 40% were male. Overall, more than half of the participants (51.4%) believed that digital literacy training was necessary but optional. In contrast, 30.5% stated that digital literacy training was necessary and mandatory. The domains of "interest-knowledge, AI, network, ethics, and hardware" had the highest average scores, and the domains of “software and security" had the lowest averages. In examining the relationship between digital literacy domains and gender, the scores of men in the domain of "software and Multimedia" were significantly higher than women (p-value = .021).
Conclusion: To improve digital literacy, it is necessary to design and implement targeted training and programs with a greater focus on weaker areas.
Article Type: Original Research |
Subject:
Technology of Health Education
Received: 2025/05/3 | Accepted: 2025/06/14
Received: 2025/05/3 | Accepted: 2025/06/14
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