How students’ digital literacy promotes knowledge sharing and academic performance in online learning environments

Purpose: The purpose of this paper is to examine how digital literacy influences knowledge sharing and academic performance among graduate students in online learning environments. 

Design/methodology/approach: Structural equation modeling via AMOS was utilized to test the research hypotheses in this cross-sectional study. Students’ digital literacy, their knowledge sharing, and their academic performance in online learning environments were surveyed by questionnaires. The sample of 330 graduate students was selected from a leading public university in Iran. Based on a stratified sampling approach, the recruited students answered questionnaires based on their degree level and field of study. 

Findings: The results demonstrated that digital literacy was a positive and significant predictor of knowledge sharing and students' academic performance. Furthermore, the study revealed that knowledge sharing mediates the relationship between digital literacy and academic performance. 

Research limitations/implications: Our findings revealed that digital literacy positively and significantly predicts knowledge sharing and academic performance. This may be attributed to the fact that digital literacy is essential for developing digital learning in higher education. Conducting research on the antecedents and consequences of digital literacy in academic environments may prove attractive to future researchers. 

Originality/value: Research on the influence of digital literacy on students’ knowledge sharing and academic performance in online learning environments is scarce. This study suggests that improving students’ digital literacy and knowledge sharing can enhance their performance in online learning environments, and it is a recommendation for university educators and educational technologists. Gaining insight into the influence of digital literacy on how students share knowledge and their academic achievements in virtual learning environments can have numerous managerial ramifications for administrators and instructors in higher education.