A Literature Review and Conceptual Analysis of Digital Social Literacy in Secondary Education

Abstract

The rapid advancement of digital technology has significantly transformed students’ patterns of social interaction, particularly at the secondary education level. This condition calls for the strengthening of literacy that is not only oriented toward technical skills but also encompasses social, ethical, and critical dimensions in the use of digital technology. Digital social literacy has therefore emerged as a crucial concept for equipping students with the ability to interact responsibly within complex digital environments. This study aims to formulate a conceptual framework of digital social literacy in secondary education through a synthesis of the literature and conceptual analysis. The research employed a qualitative literature review by examining scholarly articles and relevant academic sources retrieved from reputable databases. Data were analyzed using content analysis and conceptual analysis techniques to identify the definitions, dimensions, and characteristics of digital social literacy. The findings indicate that digital social literacy is a multidimensional competence encompassing ethical digital communication, online social collaboration, digital empathy and social awareness, critical thinking toward digital information, as well as digital responsibility and participation. This study proposes a conceptual and operational framework of digital social literacy that can serve as a theoretical foundation for curriculum development, instructional strategies, and assessment in secondary education. The framework is expected to support the development of students who are critical, ethical, and responsible in responding to the challenges of digital society.