Digital Competence of Socioeconomically Disadvantaged Students: An Action Research Based on the DigComp Framework
Journal of Education for Students Placed at Risk, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10824669.2026.2737078
- Dergi Adı: Journal of Education for Students Placed at Risk
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: action research, DigComp, Digital competence, digital inequality, socioeconomically disadvantaged students
- Çukurova Üniversitesi Adresli: Evet
Özet
This study aims to enhance the digital competence of middle school students from a socioeconomically disadvantaged context through a structured intervention grounded in the DigComp framework. Using a practitioner action research design, a 10-week practice-oriented training program was implemented with 20 seventh-grade students in a rural Turkish school. A mixed-methods approach combined quantitative measures (Digital Competence Level Determination Test and Self-Assessment Form) with qualitative data from researcher journals, observer reports, and student products. Findings revealed that students initially demonstrated “basic” competence levels, particularly struggling with information literacy and content creation. Following the intervention, overall mean scores significantly increased from 1.43 to 2.73, indicating a transition to “advanced” competence. The most substantial growth occurred in digital content creation, where students evolved from passive consumers to active creators. Qualitative evidence highlighted that while technical and environmental challenges (e.g., hardware limitations, seasonal factors) emerged, iterative action cycles enabled context-sensitive solutions. The study provides empirical evidence that structured, DigComp-based interventions can effectively reduce digital inequality. These results highlight the importance of inclusive digital education policies and practice-based instructional designs in supporting marginalized learners to bridge the digital divide.