Digital literacy: an empirical study for fashion design students in India

Abstract

Purpose This study aims to conduct an exploratory research to find out the evolving constructs and variables of digital literacy, as seen by researchers since its inception. This research also includes an empirical study to identify and further analyze the digital literacy dimensions of university students studying fashion design program in Kolkata, India. Design/methodology/approach The exploratory study is based on a review of extant literature, whereas the empirical study is carried out through a self-assessment survey based on UNESCOs Digital Literacy Global Framework competences after validating their relevance with respect to the fashion and apparel industry. A total of 120 university students studying four years Bachelor of Design (Fashion Design) program were asked to rate their digital literacy competences on a five-point Likert scale, with a self-reported truth response against each statement. The results were analyzed using multivariate statistical tools. Findings Based on UNESCO competences, it came out that there are eight digital literacy dimensions. ANOVA further confirms that the dimensions requiring higher-order cognition, such as “software management competence” and “digital citizenship competence,” increase with progress in the graduate program. However, lower-order competence dimensions remained unchanged over time. Originality/value The research instrument used for this empirical study, its identified dimensions and the fact that higher-order competence dimensions are enhanced with progression in university education may be helpful for similar research in other fashion-related programs.

Assessing the Role of Digital Literacy on Creating Youth Employment Opportunities in the Textile Industry in South Africa

“…As such, digital literacy in the sector is more than just basic technical skills; it includes the ability to navigate and control these systems, troubleshoot technical issues, and maximize productivity (Ogunyemi, Diyaolu, Awoyelu, Bakare, Oluwatope, 2022). According to Lahiri et al, (2022), the textile industry is experiencing a transformation with the use of smart textiles and digital literacy. Young people who possess digital skills can contribute significantly to the creation and management of smart textiles, which can lead to opportunities for career development in the textile sector.…”

“…A significant usage of domain related ICT applications has been seen in the textile industry in the last two decades (Lahiri, et al, 2022). The related virtual world which is embedded in technology and web interactions is called the metaverse textile technology and includes augmented technologies and virtual reality (VR) (Idrees et al, 2020).…”

“…In terms of digital competence, it contains professional engagement, digital resources, design, marketing, distribution, empowering youth, and facilitating youth's digital competence (Yazon et al, 2019). It also enables them to utilize digital tools to promote their creativity and innovation in textile design and production (Lahiri, Deb Roy & Jana, 2022). Digital literacy in the context of the textile industry refers to the ability of individuals to effectively use digital tools and technologies within various aspects of the textile sector (Lahiri et al, 2022).…”

“…It also enables them to utilize digital tools to promote their creativity and innovation in textile design and production (Lahiri, Deb Roy & Jana, 2022). Digital literacy in the context of the textile industry refers to the ability of individuals to effectively use digital tools and technologies within various aspects of the textile sector (Lahiri et al, 2022).…”