kastamonu education journal Kastamonu Education Journal 2147-9844 Kastamonu University 10.24106/kefdergi.1939398 Specialist Studies in Education (Other) Eğitim Üzerine Çalışmalar (Diğer) Systematic Review of Studies on Digital Literacy in Türkiye Systematic Review of Studies on Digital Literacy in Türkiye https://orcid.org/0000-0002-0921-7658 Ketenoğlu Kayabaşı Zehra Esra KASTAMONU UNIVERSITY, FACULTY OF EDUCATION https://orcid.org/0000-0002-3135-2557 Karasu Avcı Emine KASTAMONU UNIVERSITY, FACULTY OF EDUCATION 04 30 2026 34 2 408 427 10 29 2024 02 19 2025 Copyright © 1995, Kastamonu Education Journal 1995 Kastamonu Education Journal

This study aims to examine digital literacy studies conducted at the primary and secondary school levels in Türkiye between 2014 and 2024, according to specific criteria and to determine the general trend in the field This research used a systematic review with PRISMA. The universe of this research sources searched digital literacy studies found in the YÖK Academic [Council of Higher Education (CoHE)], National Thesis Center of the CoHE, Google Scholar search engines, and the National Academic Network and Information Center (ULAKBİM), which includes the index of peer-reviewed and scientific Turkish academic journals. The PRISMA method was used to obtain the research data, and the definition, screening, selection, and inclusion stages were followed. Then, in the separation and inclusion processes, the purposeful sampling method was used in line with the inclusion criteria determined by the researchers. The keyword "digital literacy" was used to support the screening process. The deadline for included studies was given as 03.10.2024. After applying the predefined inclusion and exclusion criteria, the number of studies identified through the digital literacy keyword search was reduced from 893 to 21 theses and 16 articles included in the analysis. In Türkiye, it is observed that the general patterns in processes related to digital literacy primarily focus on prediction and level determination, and that the subject has become more detailed in recent years. It has been determined that the articles and theses cover topics such as program review, scale development and application, skill level, student opinion, digital literacy level, evaluation of programs and textbooks, the success of digital literacy and its effect on permanence. It is observed that the research models used in the articles and theses are screening (qualitative/quantitative), case study and document analysis. The processes carried out are mostly reported at the secondary school level. Document review, interview protocols, and the use of scales or development companies have been identified as data collection tools in the articles and theses.

This study aims to examine digital literacy studies conducted at the primary and secondary school levels in Türkiye between 2014 and 2024, according to specific criteria and to determine the general trend in the field This research used a systematic review with PRISMA. The universe of this research sources searched digital literacy studies found in the YÖK Academic [Council of Higher Education (CoHE)], National Thesis Center of the CoHE, Google Scholar search engines, and the National Academic Network and Information Center (ULAKBİM), which includes the index of peer-reviewed and scientific Turkish academic journals. The PRISMA method was used to obtain the research data, and the definition, screening, selection, and inclusion stages were followed. Then, in the separation and inclusion processes, the purposeful sampling method was used in line with the inclusion criteria determined by the researchers. The keyword "digital literacy" was used to support the screening process. The deadline for included studies was given as 03.10.2024. After applying the predefined inclusion and exclusion criteria, the number of studies identified through the digital literacy keyword search was reduced from 893 to 21 theses and 16 articles included in the analysis. In Türkiye, it is observed that the general patterns in processes related to digital literacy primarily focus on prediction and level determination, and that the subject has become more detailed in recent years. It has been determined that the articles and theses cover topics such as program review, scale development and application, skill level, student opinion, digital literacy level, evaluation of programs and textbooks, the success of digital literacy and its effect on permanence. It is observed that the research models used in the articles and theses are screening (qualitative/quantitative), case study and document analysis. The processes carried out are mostly reported at the secondary school level. Document review, interview protocols, and the use of scales or development companies have been identified as data collection tools in the articles and theses.

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