The causes of poor digital literacy in educational practice, and possible solutions among the stakeholders: a systematic literature review

This systematic literature review focuses on improving and substituting strategy digital literacy across stakeholders who are associated making education policy and developing academic practices such as administrators, instructors, educators and curriculum developers. This study illustrates the reasons and impacts of low digital literacy in pedagogical systems. This systematic literature review selected relevant 48 research literatures were created based on encoded inclusion measures through an in-depth examination and screening method across numerous hypothetical catalogs, comprising PubMed, Scopus, Web of Science, and Google Scholar and more. The assessment acknowledged plentiful motives, inadequate access to technology and digital resources, and incomplete exercise and maintenance for instructors and students, which, as a result, turned to low-quality digital literacy qualifications. This study examines many approaches for applying stakeholders’ digital literacy stage to tackle these problematic matters. The limited quality of digital literacy undesirably impacts numerous features of instructive exercise, including more comprehensive socioeconomic breaches, lower educational achievement, and low-grade attitudes toward digital knowledge. Besides, lack of integration of technology into teaching and learning practices is an obstacle for digital literacy academic settings; as a result, learners cannot gain technological pedagogy. This systematic literature review examines the obstacles of achieving digital literacy, such as digital materials, poor network connection and ineffective curriculum patterns, the negative impacts of low digital literacy future job aspects, and possible solutions to overcome these challenges.