Examining the critical digital literacy level of social studies teachers in terms of various variables

This study aims to examine the level of critical digital literacy of social studies teachers in terms of various variables. In this context, it was tried to determine whether there is a significant difference between social studies teachers' gender, professional experience, educational status, daily internet usage time, daily social media usage time and the training received to develop digital skills (courses, seminars, Mebbis, distance education courses, etc.) and their critical digital literacy levels. The study group of the research consists of 178 social studies teachers working in all secondary schools in the centre and districts of Van province in the 2022-2023 academic year. Within the scope of the research, a personal information questionnaire including demographic information of social studies teachers and the critical digital literacy scale developed by Küslü (2022) were used. In the analysis of the data, non-parametric tests were used because the data set did not meet the normality assumption. As a result of the analyses, it was found that there was a significant difference between social studies teachers' professional experience, education level and digital skills training and their critical digital literacy levels. Critical literacy skill is a skill that must be acquired throughout life and constantly improved. In this respect, teachers who shape the society and determine the future of tomorrow should constantly be involved in activities that improve their critical literacy skills.