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| Authors | Foci | Major findings |
|
| Karagul et al. (2021) | Whether age, gender, and school degree significantly influence students’ digital literacy | There is a statistically significant relationship between students’ digital literacy and their gender and school degree, while age is not a statistically significant variable [13] |
| Krelova et al. (2021) | The differences between students in terms of the study specialization and form and level of study | The study program specialization, level, and form of study significantly influence digital literacy [18] |
| Monteiro and Leite (2021) | The role of university students’ digital in enhancing personal and social skills | There are no significant differences between students' digital competencies and their academic year and age [14] |
| Tran et al. (2020) | The relationship between digital literacy and the student’s socioeconomic status, family background, gender, and school location | Economic status and parents’ level of education are positively correlated with digital literacy; school location does not correlate with students’ digital literacy but with their gender [10] |
| Aesaert and van Braak (2015) | The relationship between gender, socioeconomic status, and ICT competences | Girls outperform boys in technical ICT skills and ICT competencies. The educational level of the mother is positively related to students’ skills and competencies [19] |
| Kim et al. (2014) | Individual- and school-level variables affecting the ICT literacy level of Korean elementary school students | Female students outperform male students at the ICT level [20] |
| Kaarakainen et al. (2018) | Teachers’ and students’ ICT skills | The performance in the ICT skill test is divided by gender and educational level [21] |
| Hatlevik and Christophersen (2013) | The factors predicting students’ digital competence | Language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence [22] |
| Umar and Jalil (2012) | The level of ICT skills among secondary school students in Malaysia | There is no difference between students’ levels of ICT skills and gender. There exist differences in terms of ICT skills between urban and rural school students [23] |
| Zhong (2011) | The divide of self-reported digital skills among adolescents | The ICT penetration rate of a country negatively correlates with adolescents’ digital skills. Private or public schools do not affect students’ digital skills. Self-reported digital skills are affected by home ICT access, adolescents’ socioeconomic status, and gender [24] |
| Purnama et al. (2021) | The influence of digital literacy, parental mediation, and self-control on online risk during the COVID-19 pandemic in Indonesia | Digital literacy, parental mediation, and self-control influence online risk. Parental mediation failed in promoting students’ self-control [15] |
| Essel et al. (2021) | The relationship between digital literacy, technology dependence, technostress, and academic achievement and academic productivity | Technology dependence and digital literacy contribute to technostress, and technostress negatively affects academic achievement and academic productivity [11] |
| Kara (2021) | The learners’ characteristics on their engagement in online education during the COVID-19 pandemic | Self-directed learning and motivation mediate the relationship between digital literacy and engagement, while perceived stress moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning [12] |
| Ana et al. (2020) | Students’ perceptions toward e-learning usage | E-learning positively affects students’ learning [25] |
| Sa et al. (2021) | The digitalization processes in education for creating a sustainable digital society | Digital education has experienced a strong increase, reinforced by COVID-19, creating a digital presence in everyday life [26] |
| Cicha et al. (2021) | The digital skills young people and students should achieve | A set of skills that should be expected to be possessed by young people and students during their education are proposed [27] |
| Prior et al. (2016) | The effects of students’ attitude, self-efficacy, and digital literacy on their online learning behavior | Positive student attitude and digital literacy upgrade students’ self-efficacy. Self-efficacy positively affects peer engagement and learning management systems [28] |
| Shu et al. (2011) | The impact of computer self-efficacy and technology dependence on computer-related technostress | Both employees’ self-efficacy and technology dependence positively correlate with their computer-related technostress [29] |
| Wei and Chou (2020) | Whether online learning perceptions and readiness influence students’ online learning performance and their course satisfaction | Students’ computer self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction [30] |
| Kahu (2013) | Student engagement framework in higher education | Present a conceptual framework of student engagement in higher education [31] |
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