Global and China's Perspectives on Digital Literacy Education: A Comparative CiteSpace Analysis
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Abstract
The ever-evolving digital ecosystem presents both opportunities and challenges for individuals, communities, and societies at large. Against this backdrop, education plays a critical role in equipping learners with the necessary competencies to harness the potential of digital technologies while mitigating associated risks. This study presents a comprehensive comparative analysis that provides educators with a new perspective on digital literacy. Leveraging CiteSpace to scrutinise two databases Web of Science (WoS) and China National Knowledge Internet (CNKI) separately, the analysis visually depicts the developmental trajectory of digital literacy research, identifies key thematic areas, and unveils potential research gaps. Within the international context, digital literacy research in WoS showcases a strong focus on practical applications, exploring its effects across diverse domains such as related literacy. Conversely, CNKI research predominantly delves into theoretical aspects, making notable contributions to the formulation of conceptual frameworks, and interdisciplinary explorations of digital literacy. Emerging trends indicate an increasing emphasis on digital ethics, misinformation, and data privacy. The research pinpoints research gaps among Chinese educators and policymakers, leading to a comprehensive understanding of digital literacy and offering fresh perspectives for future investigation. Given the pressing importance of digital literacy in the contemporary era, there arises an imperative to introduce and integrate education-oriented curricula within the Chinese educational system, thereby fostering a more profound and comprehensive pursuit of digital literacy among its learners.
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