Üniversite öğrencilerinin 21. yüzyıl öğrenen becerileri ve dijital okuryazarlık düzeyleri arasındaki ilişkinin incelenmesi

The aim of this research is to determine relationship between the 21st century skills, digital literacy levels of university students. The sample of the research consists of a total of 122 students, 81 girls and 41 boys, studying at 19 state and 14 private universities in different provinces of Turkey in the 2020-2021 academic year. In this study, survey model one of the descriptive research methods, was used and was applied. Two scales were used as data collection tool in the study. These scales were 21st Century Learner Skills Scale was developed by Orhan Göksun (2016) and Digital Literacy Scale was developed by Hamutoğlu et al (2017). The first scale used in accordance with the purpose of the research is "21st Century Learner Skills Usage Scale. The scale consists of 5-point Likert type and 31 items. The reliability level of the scale is high. (α=.98). The 21st Century Learner Skills Usege Scale consists of four sub-dimensions: cognitive skills, autonomous skills, cooperation and flexibility skills, and innovation skills. The Digital Literacy Scale consists of 5-point Likert type and 17 items. The reliability level of the scale is high. (α=.93). The digital literacy scale consists of four sub-dimensions: attitude, technical, cognitive and social. Frequency, percentage, mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA) were used for the analysis of the data. The Pearson Product-Moment Correlation Analysis was conducted for the relationship between university sutdensts' perceptions of 21st century learner skills and their levels of digital literacy. As a result of the analysis of the data obtained in the research, when the 21st century learner skills and digital literacy levels are compared, there does not appear to be a significant difference in the average scores of the variables of gender, department and class level. The sub-dimensions of the 21st century learner skills scale are evaluated; the average of the scores of the university students participating in the research from the expressed sub-dimensions of the scale is x̄ =89.94; It is seen that x̄ =53.61 and x̄=15.5. It can be said that the cognitive skill dimension of university students, one of the sub-dimensions of the 21st century learner skills scale, is at a high level. According to the gender variable, there is no significant difference between the attitude, technical, cognitive and social sub-dimensions of the digital literacy scale of university students according to gender. When the relationship between the 21st century learner skills and digital literacy levels of university students was examined in the sub-dimensions, it was seen that there were generally low and moderate positive significant relationships. students. Cognitive skills (r=,444; p<0.01), which are sub-dimensions of the 21st century learner skills scale, and cooperation and flexibility skills (r=.432; p<0.01), which are one of the sub-dimensions of the digital literacy scale. In line with the results of this study, some suggestions are given to the researchers. The first of these suggestions is to prioritize 21st century skills in the curriculum preparation process. Different studies can be conducted on the application of 21st century skills. Considering that all components of the prepared curricula are interrelated, consistent curricula should be prepared in order to cover all 21st century skills. New content should be added to the education programs for the needs of our age or changes should not be made in the existing content. Considering that students are very intertwined with technology, courses on digital literacy can be added to the curriculum. In order to develop 21st century skills such as digital literacy, information and technology literacy, critical thinking and problem solving of university students, technology-supported lessons should be carried out by using techniques such as learning by doing and experiencing and active learning. Keywords: 21st century learner skills, digital literacy, university students