Investigation of the relationship between high school students' 21st century skills and digital fluency levels in the context of demographic characteristics

This study aims to examine the relationship between high school students' 21st century skills and digital fluency. The sample group of the study consisted of 658 secondary school students selected by convenient sampling method. The data gathered from the sample group were collected from the Personal Information Form, the Multidimensional 21st Century Skills Scale and the Digital Fluency Scale. In addition, a confirmatory factor analysis was performed by removing an item from the Digital Fluency Scale prepared for teacher candidates in line with three expert opinion. Unlike the participants in the sample group, it was concluded that the 28-item Digital Fluency Scale was suitable for secondary school students as a result of CFA conducted with 253 high school students. Descriptive statistics, Independent Sample t-Test, One-Way Analysis of Variance (ANOVA), Pearson Product-Moment Correlation and Simple Linear Regression Analysis were performed on the data obtained in the study. According to the research findings, it has been determined that there is a significant difference among the 21st century skills and sub-dimensions of high school students according to the variables of gender, age – grade level, school type and the most used digital device; however, the difference is not of much significance according to the variables of the period in which they started using digital devices and the duration of digital device use. In terms of digital fluency and its sub-dimensions; while there was a significant difference according to the variables of gender, school type, the most used digital device and the period when he started using digital devices, there was no significant difference according to the variables of age – grade level. The sub-dimensions of 21st century skills, IT literacy, entrepreneurship and innovation, and career awareness are positively correlated with the sub-dimensions of digital fluency, awareness and self-efficacy; and negatively correlated with affective sub-dimension. While social responsibility and leadership skills, the sub-dimensions of the 21st century skills are positively related to digital fluency and its sub-dimensions, awareness and self-efficacy, there is no significant relationship between them and the affective sub-dimension. While critical thinking and problem-solving skills, the sub-dimensions of 21st century skills, are negatively and significantly related to awareness, the sub-dimensions of digital fluency, they are positively and significantly related to the affective sub-dimension of digital fluency. It should be noted that it has been determined that 21st century skills significantly predicted the level of digital fluency and explained 41% of the change in digital fluency.