Abstract

Rev. Gest. Soc. Ambient. |Miami|v.18.n.1|p.1-16|e04403|2024.1RGSA –Revista de Gestão Social e AmbientalISSN: 1981-982XData de submissão:02/08/2023Data de aceite:03/11/2023DOI: https://doi.org/10.24857/rgsa.v18n1-028Organização:Comitê Científico InterinstitucionalEditoraChefe:Christian Luiz da SilvaAvaliação:Double Blind Review pelo SEER/OJSLIFELONG DIGITAL LEARNING: "COMPUTER LITERACY," "DIGITAL LITERACY," AND "DIGITAL COMPETENCE" AS DIMENSIONS FOR DIGITAL SKILLSMaíra Rocha Santos 1Marília Miranda Forte Gomes 2ABSTRACTObjective:The aim of the study was to explore the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence" to outline three dimensions for digital skills, complementing the studies of Van Deursen and Van Dijk (2014).Theoretical framework:The theoretical framework was based on the studies of Van Deursen and Van Dijk (2014) that already addressed the theme of digital skills, but the present study sought to deepen and complement these investigations, exploring in more depth the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence."Methodology: The methodology included a search for articles in the Web of Science database, with a hundred citations or more that used the terms "Computer Literacy," "Digital Literacy," and "Digital Competence." From this search, Content Analysis was conducted with the technique of Descending Hierarchical Classification.Results: The results led to the creation of a framework with the main mentions about each selected term, organizing and systematizing the dimensions for digital skills.Conclusion: The research concluded that the three dimensions are interdependent, and a model that highlights their interconnections and overlaps can provide a clearer structure for the study of digital skills.Research implications:The research has practical implications, as the developed framework simplifies and operationalizes the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence," making them easier to understand and apply. This can help educators and professionals develop more effective teaching and training programs to improve individuals' digital skills.Originality/value: The originality and value of the research lie in the creation of a framework thatsystematizes and simplifies the concepts of digital skills, contributing to a better understanding and application of these concepts in the context of lifelong digital learning.