A Pathway for Developing Digital Literacy in Economics Programs at Engineering-Oriented Universities

期刊: 《Educational Guide》 DOI:10.64649/yh.eg.issn3078-4794.20260413 全文阅读 返回期刊

Yan Xiaoying

School of Economics and Management, North China Institute of Aerospace Engineering, Langfang, Hebei 065000, China.

摘要

Digital technologies have changed both the data basis of economic activity and the way economic problems are analyzed. This conceptual paper asks how economics programs in engineering-oriented universities can develop students' digital literacy for economic analysis. Drawing on research on digital literacy and on instructional design for complex learning, it distinguishes three levels of digital literacy in economics (general, professional, and integrated application literacy) and argues that each level depends on the one below it. It then argues that engineering-oriented universities have strong mathematics and computing resources, but that these sit in modules the economics program can hardly adapt, so students' technical skills stay weakly connected to economic problems. The paper proposes a three-step pathway: define literacy as observable analytical performance, link courses through common economic problems, and place the resulting tasks in regular teaching. Coordination responsibility, faculty collaboration, student roles, and curriculum revision support the pathway.

关键词

digital literacy; economics education; engineering-oriented universities; integrated application literacy; complex learning

参考文献

[1] Eshet-Alkalai, Y. Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 2004, 13(1): 93-106.

[2] Ng, W. Can we teach digital natives digital literacy? Computers & Education, 2012, 59(3): 1065-1078.

[3] Martínez-Bravo, M. C., Sádaba Chalezquer, C., & Serrano-Puche, J. Dimensions of digital literacy in the 21st century competency frameworks. Sustainability, 2022, 14(3): 1867.

[4] Zhang, N., Zhang, Z., Zhao, N., & Shen, J. The connotation and structure of digital literacy from the perspective of core competencies (in Chinese). Journal of Beijing Normal University (Social Sciences), 2026, (3): 59-67.

[5] Sillat, L. H., Tammets, K., & Laanpere, M. Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 2021, 11(8): 402.

[6] Kuroki, M. Integrating data science into an econometrics course with a Kaggle competition. The Journal of Economic Education, 2023, 54(4): 364-378.

[7] Majbouri, M. From data to insight: A scalable and accessible applied econometrics project for undergraduate students. The Journal of Economic Education, 2026, 57(3): 1-14.

[8] van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 2002, 50(2): 39-61.

[9] Huang, R., & Lin, Y. Data literacy education research under the background of big data (in Chinese). Digital Library Forum, 2016, (5): 19-26.

[10] Pangrazio, L., Godhe, A.-L., & González López Ledesma, A. E. What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 2020, 17(6): 442-459.


XML显示示例 

    













·