Digital Literacy and STEM Skills– What is the Connection? A Systematic Review

Abstract Digital literacy and STEM education have become important aspects of the digital era, as they are considered potential solutions to address students’ declining interest in science disciplines in many countries and to enhance teaching. However, alongside this growing interest, there has been a fragmentation in the interpretation of its theoretical foundations, sparking ongoing debate about the core concepts of digital literacy and its use in education, more specifically in STEM fields. The effective use of digital tools and platforms in this era for sustainable lifelong learning is crucial, which aligns with the Sustainable Development Goal (SDG 4). The sustainability of lifelong learning has made its implementation, translation into practical projects, and evaluation more complex. To determine the association between digital literacy and STEM skills, a systematic literature review following the PRISMA 2020 guidelines was conducted to select relevant articles on digital literacy and STEM skills. The review focused on identifying and assessing the digital tools, platforms, and teaching interventions with digital literacy and their effect on advancing STEM skills. It was found that in most (58%) of the studies reviewed, there is broad agreement on the positive impact of digital literacy in advancing STEM skills, such as critical thinking, innovation, construction of knowledge, design, and collaboration. Furthermore, in several studies (46%), it was determined that STEM education likewise develops digital literacy, showing the interdependence of both digital literacy and STEM skills as essential 21st-century skills. Some implications for practice and recommendations are provided.