Digital Reading Competency Of Higher Secondary Students

Abstract

This research discovers the critical importance of digital reading competency among higher secondary students in the current educational landscape. By examining various aspects of digital literacy, the study investigates the pressing need for informed pedagogical strategies, adaptable curricula, ongoing teacher training, and equitable access to technology. It highlights the pivotal role of policymakers in addressing these challenges effectively. The emphasis on digital reading skills emerges as a fundamental component, equipping students to navigate the complexities of the digital age, fostering lifelong learning, and ensuring success in both academic pursuits and real-world scenarios.

The study involved 479 students from diverse educational backgrounds in Higher Secondary Schools. Digital reading competency was assessed using questionnaire developed by the researcher. The findings revealed a significant difference in digital reading competency based on gender. However, no significant differences were observed concerning the medium of instruction or the region of the students' educational background.