International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Digital Literacy in Shaping Academic Performance Among Higher Secondary Students: An Overview

Author(s) Mr. MD Matiur Rahman Biswas
Country India
Abstract In the present scenario Digital literacy has emerged as a significant determinant of academic success in higher secondary education, where learners increasingly depend on digital technologies for research, collaboration, communication, and assessment. This study investigates the relationship between digital literacy and academic performance among higher secondary students. The objectives of the paper are to examine the conceptual dimensions of digital literacy, analyze its impact on students’ academic achievement, and identify contextual factors that influence this relationship. A secondary data–based review was conducted using published peer-reviewed journal articles, theoretical models, and policy documents in the field of educational technology and digital competence. The analysis of existing empirical studies shows a positive relationship between digital literacy and academic performance, indicating that students with stronger digital skills demonstrate better critical thinking, improved research quality, higher engagement, and more effective self-regulated learning. However, the extent of this impact is moderated by socioeconomic status, access to digital infrastructure, and teacher preparedness in integrating technology effectively. The study concludes that structured digital literacy integration within higher secondary curricula is essential for improving academic achievement and promoting equitable learning opportunities in digitally mediated educational environments.
Keywords Digital literacy, Academic performance, Higher secondary education, educational technology, Self-regulated learning.
Field Arts
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-06
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.71010
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E-ISSN 2582-2160
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