Mechanisms Influencing Digital Literacy among Higher Vocational College Students in the Context of Educational Digitalization: A Perceived Support Perspective

Abstract

In the context of educational digitalization, the development of digital literacy has become a critical issue in higher vocational education. From a perceived support perspective, this study examines the mechanisms influencing digital literacy among higher vocational college students. Survey data were collected from students enrolled in higher vocational institutions, and structural equation modeling was employed to analyze the relationships among perceived organizational support, perceived social support, self-efficacy, learning motivation, and digital literacy. The results indicate that both perceived organizational support and perceived social support have significant positive effects on students’ digital literacy. Furthermore, self-efficacy and learning motivation play important mediating roles in these relationships, exerting both independent and sequential mediating effects. These findings suggest that perceived support enhances students’ psychological and motivational resources, which in turn promotes the development of digital literacy. This study contributes to a deeper understanding of the underlying mechanisms of digital literacy in higher vocational education and provides practical implications for fostering students’ digital competencies in the process of educational digitalization.