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Table 1 Quantitative studies on digital skills scale development/validation across different regions

From: Development and validation of students’ digital competence scale (SDiCoS)

Authors

Method(s)

Software

Scale/components

Target subject/Country

Alarcón et al. (2020)

CB-CFA and correlation analysis

N/A

8 components-29 items

(1) Professional engagement, (2) Digital resources, (3) Teaching and learning, (4) Assessment, (5) Empowering, (6) Facilitating learners’ digital, (7) Digital environment, and (8) Extrinsic digital engagement

Educators/Spain and Latin America

Peart et al. (2020)

EFA and CB-CFA

N/A

11 components-59 items

(1) Management and use of information and data, (2) Communication skills, (3) Digital content creation, (4) Management and security of information and digital content, (5) Ethics and digital responsibility, (6) Social and political behaviours and attitudes, (7) Digital empathy, (8) Social and digital engagement, (9) Critical thinking, (10) Democratic attitudes, (11) Prosocial behaviour

Young people/Spain, United Kingdom

Suwanroj et al. (2019)

2nd order CFA

LISREL 8.72

7 components-24 items

(1) Fundamental of digital, (2) Accessing digital information, (3) Using digital information, (4) Creating digital information and media, (5) Communicating digital information, (6) Managing digital information, and (7) Evaluating digital information

Undergraduate students/Thailand

Kong et al. (2019)

EFA and CB-CFA

SPSS 21, AMOS 24

4 components-16 items

(1) Meaningfulness, (2) impact, (3) Creativity belief, and (4) Competence belief

Primary school pupils/Hong Kong

Blayone et al. (2018)

Correlation analysis and Cronbach alpha

N/A

4 components-26 items

(1) Technical, (2) communicational, (3) Informational, Computational

Students (higher education)/Georgia and Ukraine

Kim and Choi (2018)

EFA and CB-CFA

AMOS 23.0

5 components-17 items

(1) Self-identity in digital environment, (2) Reasonable activity online, (3) Social/cultural engagement, (4) Fluency for the Digital tools, and (5) Ethics for digital environment

Teachers/Korea

Touron et al. (2018)

1st and 2nd order CB-CFA

AMOS 23

5 components-54 items

(1) IT information and literacy information, (2) Communicating and collaborating, (3) Creating digital content, (4) Security, and (5) Troubleshooting

Teachers/Spain

Kuzminska et al. (2018)

EFA

SPSS

2 components-18 items

(1) Digital competencies as mean of communication, and (2) competencies of professional usage digital resources

Students and teachers (higher education)/Ukraine

Tondeur et al. (2017)

EFA and CB-CFA

SPSS 21, AMOS 21

2 components-19 items

(1) Competencies to support pupils for ICT use in class, and (2) Competencies to use ICT for instructional design

Pre-service teachers/Belgium

Elstad and Christophersen (2017)

CB-SEM CFA

SPSS AMOS 22

2 components-16 items

(1) Self-efficacy for influencing students’ use of ICT in the service of learning, and (2) Self-efficacy for maintaining discipline

Students and teachers (higher education)/Norway

Choi et al. (2017)

EFA and CFA

AMOS

5 components-26 items

(1) Internet political activism, (2) Technical skills, (3) Local/global awareness, (4) Critical perspective, and (5) Networking Agency

Students (under and postgraduate)/USA

Al Khateeb (2017)

EFA and correlation analysis

N/A

4 components-19 items

(1) Procedural competence, (2) Social-digital competence, (3) Digital discourse and (4) Strategic competence

Preservice teachers/Kingdom of Saudi Arabia

Mengual-Andrés et al. (2016)

Correlation analysis and Cronbach alpha

N/A

5 components-52 items

(1) Technological literacy, (2) Information access and use, (3) Communication and collaboration, (4) Digital citizenship, (5) Creativity and innovation

Students (higher education)/Spain

Siddiq et al. (2016)

ESEM

MPLUS 7.2

3 components-12 items

(1) Accessing digital information, (2) Evaluating digital information, (3) sharing and communicating digital information

Teachers (secondary education) / Norway

Koc and Barut (2016)

EFA and CB-CFA

SPSS

4 components-35 items

(1) Functional consumption, (2) Critical consumption, (3) Functional prosumption, and (4) Critical prosumption

Students (higher education)/Turkey

van Deursen et al. (2016)

EFA and CB-CFA

AMOS

5 components-35 items

(1) Operational skills, (2) Navigation information skills, (3) Social skills, (4) Creative skills, (5) Mobile skills

General public (students: 16.3%)/UK and Netherlands

Lee et al. (2015)

EFA and CB-CFA

N/A

2 components-8 items

(1) Participation and distribution, and (2) Creation and production

Students (primary, secondary, and junior college)/Singapore

Hatlevik et al. (2015)

Correlation analysis and multilevel analysis

SPSS 21

5 components-25 items

(1) Cultural capital, (2) Language integration, (3) Previous academic achievements, (4) Self-efficacy, and (5) Strategic information use

Secondary students/Norway

Aesaert et al. (2015)

EFA and SEM-CFA

AMOS 21

7 components-94 items

(1) Learning motivation, (2) Learning style, (3) Parental ICT attitude, (4) Parental ICT support, (5) Teacher’s ICT attitude, (6) Pupil’s ICT attitude, and (7) ICT self-efficacy

Primary school pupils/Belgium

Lau and Yuen (2014)

EFA and CB-CFA

AMOS 20.0.0

3 components-17 items

(1) Information literacy, (2) Internet literacy, and (3) Computer literacy

Secondary school students/Hong Kong

  1. CB Covariance-based, CFA Confirmatory Factor Analysis, EFA Exploratory Factor Analysis, ESEM Exploratory Structural Equation Modelling, SEM Structural Equation Modelling