Digital Competencies and the Lifelong Learning Paradigm: Insights from a Connectivist Approach in Higher Education Using the PRISMA Framework

Abstract

This meta-analysis explores the intersection of digital competencies and lifelong learning within higher education, framed through the connectivist approach. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, the study analyzes existing literature to understand how digital skills facilitate continuous learning among higher education students globally. Findings indicate that digital competencies enable students to effectively navigate complex learning environments, aligning with connectivist principles that emphasize the importance of forming networks and leveraging digital tools for knowledge acquisition. The study also identifies challenges such as disparities in access to digital resources and varying levels of digital literacy. To counter these challenges, mitigating strategies are also highlighted for enhancing digital competencies for lifelong learning. Additionally, implications for policy and practice include integrating digital competency training into curricula, transforming infrastructure and institutions to fully utilization in addressing issues of access and equity. Future research should explore the long-term impact of digital competencies on lifelong learning outcomes and investigate the role of emerging technologies in enhancing these skills.