The correlation of digital literacy level to critical thinking development in the context of higher education digital transformation

This article presents the results of an empirical study examining the impact of the digital educational environment on the development of university students’ critical thinking, with particular attention to the moderating role of digital literacy. The relevance of the study stems from the rapid digitalization of higher education and the need to identify factors determining the effectiveness of cognitive skill formation in new educational conditions. The research methodology employed a quasi-experimental design involving 148 students across different academic years. Digital literacy levels were assessed using a specialized test (DLT) comprising scales for information search, offi ce software profi ciency, and cybersecurity fundamentals. Critical thinking was measured using an adapted version of the Watson-Glaser Critical Thinking Appraisal (WGCTA). Statistical analysis was performed using Spearman’s rank correlation coeffi cient and the Mann – Whitney U test. Key fi ndings revealed a statistically signifi cant positive correlation between digital literacy levels and critical thinking development (rs = 0.69; p < 0.01), confi rming the hypothesis about digital literacy moderating infl uence. A weak inverse correlation was found between academic year and critical thinking levels (rs = -0.224), while no signifi cant correlation emerged with formal academic performance indicators. Living conditions emerged as the only signifi cant sociodemographic factor (p ≤ 0.05). The practical signifi cance of the study lies in demonstrating the necessity of targeted digital literacy development as a crucial condition for fostering critical thinking in digital educational environment. The results can inform the design of educational programs and the development of pedagogical strategies for digital studying.