Name: Hanumanthappa
Country: India

Year: 2025
Volume: Volume No: 12, Issue No: 2, Year: 2025 (Special Issue-2)
Page Number: 66-71
DOI: https://doi.org/10.5281/zenodo.17721825

ABSTRACT:
Digital literacy has become a key requirement in higher education, shaping how teachers teach
and how students learn in the modern digital age. This study examines how faculty members
and students perceive digital literacy, what challenges they face in using digital tools, and what
practices help improve their digital competence. Using a mixed-method approach, data were
collected from selected universities through surveys and interviews. The study found that while
both groups recognize the importance of digital literacy, their skill levels and confidence in
using technology differ widely. Limited training, lack of infrastructure, and uneven access to
resources were identified as major barriers. However, effective strategies such as integrating
digital skills into the curriculum, offering regular training workshops, and encouraging peer
collaboration proved beneficial. The study suggests that institutions should adopt
comprehensive digital literacy policies to support faculty and students, ensuring quality
teaching, active learning, and better preparation for the digital world.
Key terms: Digital literacy, higher education, faculty perceptions, student experiences,
challenges, best practices, technology in education, digital skills development