DIGITAL LITERACY AND LEARNING ADAPTABILITY AMONG UNIVERSITY STUDENTS IN CHINA: A CONCEPTUAL REVIEW IN THE ERA OF DIGITAL EDUCATION TRANSFORMATION
DOI:
https://doi.org/10.35631/JISTM.1144003Keywords:
Digital Literacy, Learning Adaptability, Digital Transformation, Higher Education, Digcomp 2.2, ChinaAbstract
The rapid advancement of digital technologies has fundamentally transformed higher education, reshaping how students acquire knowledge, interact with learning resources, and engage in academic activities. As universities increasingly adopt technology-enhanced learning environments, students are expected to develop not only digital competencies but also the capacity to adapt effectively to continuous pedagogical and technological changes. Consequently, digital literacy and learning adaptability have emerged as two essential competencies for success in contemporary higher education. This conceptual paper examines the relationship between digital literacy and learning adaptability among university students in China. Drawing on the Digital Competence Framework for Citizens (DigComp 2.2), digital literacy is conceptualised as a multidimensional construct comprising five core domains: information and data literacy, digital communication and collaboration, digital content creation, digital safety, and digital problem-solving. Learning adaptability is defined as students’ ability to adjust their cognitive, behavioural, emotional, motivational, and social responses to evolving learning environments and academic demands. The study employs a Narrative Literature Review (NLR) approach to synthesise and critically interpret existing literature related to both constructs. The thematic synthesis indicates that digital literacy serves as a foundational enabler of learning adaptability by enhancing students’ ability to navigate digital environments, engage in self-directed learning, and respond effectively to technological and pedagogical changes. The review also identifies significant research gaps, particularly within the context of Chinese higher education, where empirical evidence on the relationship between digital literacy and learning adaptability remains limited. Overall, this paper contributes to the growing discourse on educational digital transformation by providing a conceptual framework that integrates digital competencies with adaptive learning capabilities. The proposed framework offers a theoretical foundation for future empirical research and highlights the importance of fostering both competencies to enhance student success and lifelong learning readiness in an increasingly digital educational landscape.
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