Are Graduates Digitally Unprepared?—A Digital Technology Gap Analysis From Alumni and Employer's Perspectives

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-05 DOI:10.1111/jcal.70046

Xue Zhou, Peter Wolstencroft, Lilian N. Schofield, Lei Fang

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引用次数: 0

Abstract

Background

The digital literacy landscape has undergone significant changes over the last 5 years, from the impact of the COVID-19 pandemic to the emergence of Artificial Intelligence (AI) technologies. The COVID-19 pandemic hastened the necessity for advanced digital skills for remote work and online collaboration, while the current AI era demands proficiency in new technologies and an understanding of their ethical implications. The digital deficit and the need to align university education with industry demands, especially in this era of fast-changing technology and the advancement of generative AI, are still subjects of ongoing debate and are the motivation for this paper. This study contributes to the ongoing discourse on digital literacy by providing actionable insights for enhancing digital competencies in higher education and bridging the digital gap.

Objectives

This study examines the digital literacy gaps among university graduates from the alumni and employers' perspectives. The study aims to understand the digital gap and how employers' and alumni expectations regarding employees' digital skills and literacy have evolved during COVID-19 and the current AI era.

Methods

The data were gathered through interviews with alumni and employers. Forty interviews were conducted to evaluate graduates' current readiness.

Results and Conclusions

Our data reveals digital deficiencies, particularly in areas such as digital identity and well-being, highlighting the need for targeted educational interventions. The study proposes strengthening strategies such as work-integrated learning and lifelong learning so universities can better equip graduates to meet the evolving demands of the digital economy.

查看原文本刊更多论文

毕业生是否对数字化毫无准备？——基于校友与雇主视角的数字技术差距分析

从2019冠状病毒病（COVID-19）大流行的影响到人工智能（AI）技术的出现，过去5年来，数字扫盲形势发生了重大变化。2019冠状病毒病大流行加速了远程工作和在线协作对先进数字技能的需求，而当前的人工智能时代要求熟练掌握新技术并了解其伦理影响。数字赤字和大学教育与行业需求保持一致的必要性，特别是在这个技术快速变化和生成式人工智能进步的时代，仍然是持续争论的主题，也是本文的动机。本研究为提高高等教育的数字能力和弥合数字鸿沟提供了可行的见解，为正在进行的关于数字素养的讨论做出了贡献。本研究从校友和雇主的角度考察了大学毕业生的数字素养差距。该研究旨在了解数字差距，以及在2019冠状病毒病和当前人工智能时代，雇主和校友对员工数字技能和素养的期望是如何演变的。方法通过对校友和用人单位的访谈收集资料。我们进行了40次面试，以评估毕业生目前的准备情况。结果和结论我们的数据揭示了数字方面的不足，特别是在数字身份和福祉等领域，突出了有针对性的教育干预的必要性。该研究建议加强工作结合学习和终身学习等战略，使大学能够更好地装备毕业生，以满足数字经济不断变化的需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope