Assignment Task Introduction

In today`s information-rich world, digital literacy is crucial for several reasons, including facilitating information access, enhancing employability, fostering collaborative and effective communication, promoting critical thinking, ensuring online safety, supporting lifelong learning, and advancing inclusion and empowerment in the digital age (Kesici, 2022). Digital literacy refers to the ability to efficiently access, assess, and utilize information with the aid of digital technologies (Esh & Gosh, 2024). It encompasses various skills such as information literacy, critical thinking, online communication, and basic computer competency. Digital literacy has become indispensable for individuals to access information, fully participate in society, and establish meaningful online relationships in an increasingly digitalized world (Oldershaw & Anderson, 2021). According to Eynon (2020), mastering basic computer hardware and software skills, including file management, word processing, and understanding computer terminology, is the initial step towards achieving digital literacy. He further emphasizes that basic computer proficiency is essential for individuals to navigate digital environments successfully.

Digital academic resources play a pivotal role in contemporary learning, research, and information exchange (Fraser & Crombie, 2022). They contribute significantly to scholarly communication, knowledge discovery, and easy access to vast amounts of material. Digital materials and databases, encompassing academic journals, e-books, research data, multimedia content, and more, are collectively referred to as digital electronic resources (DuBroy, 2020). These resources comprise various digital items managed, distributed, and archived electronically. They offer numerous advantages over traditional print resources, including rapid accessibility, ease of search, and the ability to obtain current data from diverse academic fields. Digital libraries, online databases, and institutional repositories are commonly used platforms for accessing these resources (Vaskova & Zinovyeva, 2021).

The utilization of digital academic resources, encompassing the acquisition, retrieval, and effective use of knowledge for research, teaching, or personal development purposes, is crucial (Hort, 2020). To access, explore, and engage with digital content, users rely on electronic platforms and tools. Digital platforms such as digital libraries or online databases are used to search for relevant information. Search capabilities, keywords, and filters are employed to find specific information or explore a wider range of resources within a specific field or topic (Spindler, 2020). Users can access full-text articles, books, and other materials in digital formats through digital resources. Direct content viewing or downloading from electronic platforms facilitates quick access to needed information. These platforms often include various navigational tools such as tables of contents, links, and recommendations for related articles. Users can delve deeper into a subject by following cross-references, examining related materials, and swiftly navigating through digital content (Fedushko, 2023).

Digital academic resources also incorporate multimedia components such as movies, photos, and interactive visualizations. These multimedia elements enhance the educational experience, aid in data visualization, and facilitate understanding of complex concepts (Vestrucci et al., 2021). Collaborative capabilities such as annotation tools and shared document repositories are available on many electronic platforms. Users can create interactive and collaborative learning or research environments by collaborating with peers or colleagues, annotating digital content, leaving comments, or participating in debates (Li et al., 2020). The utilization of digital academic resources is essential across various contexts including professional fields, teaching, and research. It enables individuals to leverage digital tools for learning, collaboration, and knowledge sharing, as well as to access a wide array of digital content and quickly acquire relevant information. Digital academic resources offer access to diverse content including books, research papers, multimedia assets, and scholarly articles (Balkányi, 2021). These tools empower users to explore a range of topics and stay updated with the latest knowledge by providing abundant information from diverse disciplines and sources (Capodaglio & Oddone, 2023).

For both academics and students, the utilization of digital academic resources is imperative as it simplifies learning, research, and information acquisition. Digital platforms facilitate effective information retrieval, organization, and search, enabling users to find relevant resources effortlessly. They feature advanced search functionalities, filters, and citation monitoring tools to support data analysis, literature reviews, and the development of arguments backed by evidence (Abdoh, 2022). Digital academic resources facilitate collaboration and knowledge sharing among professionals, educators, and researchers. Features such as online forums, shared document repositories, and collaboration tools enable peer review, information sharing, and cooperative research. These resources contribute to knowledge advancement, fostering international connectivity and interdisciplinary collaboration (Peng & Tan, 2023). Real-time updates, preprints, and early access to recently published research provided by digital platforms ensure access to current and up-to-date knowledge. This timeliness is crucial for professionals and scholars to remain updated on the latest advancements and engage in ongoing scholarly discussions (Pfeiffer et al., 2022). Digital content preserved through electronic resources remains accessible and reusable in the future. Open-access projects and digital repositories facilitate long-term accessibility by removing barriers to knowledge (Khan & Shafi, 2021).

Study Rationale

Digital learning involves the application of information and communication technology in open and distance learning (Kumar Basak, Wotto, and Bélanger, 2018). Digital resources refer to online-based platforms that provide electronic resources, enabling faster and easier access to a wide range of materials (Monaghan et al., 2020).

Recent research has explored digital learning in various contexts, including medical school education (Kuhn, Frankehauser, & Tolks, 2018), higher education (Matt, Traxler & John, 2023), social studies (Joshua, Kenna, & Anthony, 2018), and patient perspective (Ra, Jennifer H. et al.). However, there has been no study on how first-year Nursing Sciences students at UWC utilize UWC resources. This research aims to fill this gap by examining how students utilize UWC library resources, enabling librarians and lecturers to provide appropriate training on digital needs and correct resource searching formats.

Problem Statement

With the evolution of the web into a central hub for teaching and learning, the approaches used by academia to instruct students have shifted towards teaching them how to independently search for information (Mangla et al., 2023). Web search skills are now crucial due to the abundance of information sources available online (Dedkova et al., 2020).

Digital learning through online resources is rapidly growing as a method of knowledge delivery due to its timelessness, accessibility, up-to-date material, personal engagement, and ability to meet learning objectives. However, challenges such as limited student access, engagement, navigation problems, and information overload in online assessments persist. Many students, especially in the Nursing faculty at UWC, lack the necessary skills to access online resources effectively. This study aims to address these challenges and improve the utilization of digital resources among Nursing students at UWC.

This study will benefit future Nursing Science students and UWC administrations by informing the development of new policies based on its findings. Lecturers may decide to provide special training on basic digital skills to first-year Nursing students, improving their ability to utilize resources effectively. Additionally, faculty members may make changes to their teaching methods based on the study`s results. Ultimately, this study will enhance the knowledge and skills of Nursing students who may be unaware of the available academic sites and information sources.

Research Aim & Objectives

The aim of this study is to investigate challenges including limited student access, effective