Examining the relationship between Gen Z digital fluency and their engagement with CS concepts in Egypt

AbstractGeneration Z is widely assumed to possess innate technological fluency, yet early-life device exposure does notguarantee computational thinking or computer science competence. This study empirically evaluates the DigitalNative Fallacy among a convenience sample of Egyptian youth (N = 90). Utilizing non-parametriccorrelations, independent sample t-tests, and multiple linear regression, we analyzed the relationships betweendaily technology usage, digital self-efficacy, formal computer science exposure, and computational mindset.Findings revealed a significant negative correlation between entertainment screen time and computationalmindset (ρ = -0.222, p = .036), whereas formal computer science coursework demonstrated a substantial positiveimpact (Cohen's d = -0.802). Regression modeling confirmed that formal CS exposure (β = 0.244) and digitalself-efficacy (β = 0.259) were the sole significant predictors of computational mindset, while overall duration ofdaily technology use held no predictive power. Educational policies must pivot from basic operational digitalliteracy toward structured, algorithmic computer science curricula.