Assessing Digital Literacy Training in Midwestern Community College System

Thesis Abstract

This study investigates the effectiveness of digital literacy training within the Midwestern Community College System (MCCCS) to address widening gaps in information technology competencies among diverse student populations and the implications for workforce preparedness. The problem centers on uneven access to high-quality digital literacy instruction across MCCCS campuses, variations in instructor readiness, and limited evidence linking training outcomes to tangible student and employer benefits. The aim is to evaluate the design, delivery, and impact of digital literacy programs across MCCCS, with specific objectives to (1) benchmark current training curricula against recognized digital literacy standards, (2) assess student learning outcomes and skill retention over a six-month period, (3) identify factors that influence training effectiveness, including instructor qualifications, pedagogical approaches, and resource availability, (4) examine the alignment between digital literacy competencies and local labor market demands, and (5) generate evidence-based recommendations to enhance program quality and scalability. The study adopts a mixed-methods explanatory sequential design, integrating quantitative and qualitative data to triangulate findings. The population comprises all MCCCS campuses, with a stratified random sample of 12 campuses representing urban, suburban, and rural contexts. Within each campus, a sample of 1,200 enrolled students who participate in mandated or elective digital literacy modules will be invited, yielding an anticipated response rate of 65% for a final sample of approximately 780 students. For instructors, a purposive sample of 36 digital literacy instructors will be recruited to capture diverse instructional philosophies and institutional supports. Data collection instruments include (a) standardized pre- and post-tests aligned with the European Computer Driving Licence and the DigComp 2.2 framework to measure procedural and cognitive digital literacy gains, (b) a validated student survey capturing self-efficacy, perceived usefulness, engagement, and perceived relevance to career goals, (c) institutional archival data on course completion, retention, and subsequent course enrollment, and (d) semi-structured interviews with 24 instructors and 36 industry partners to explore instructional challenges, resource constraints, and labor market relevance. Validity and reliability will be ensured through pilot testing, Cronbach’s alpha assessment for scales, and repeated measurements across cohorts. Data analysis will proceed in two stages quantitative analysis using multilevel modeling to account for campus-level clustering, hierarchical linear modeling to assess predictors of learning gains, and multiple regression to examine relationships between digital literacy proficiency and retention/workplace outcomes; qualitative data will be analyzed using thematic analysis with coding fidelity checks and triangulation against quantitative results. A partial least squares structural equation modeling approach will test a conceptual model linking input variables (instructional quality, resources), process variables (instructional strategies, learner engagement), and outcome variables (competence, retention, employment alignment). Key expected findings include significant gains in digital literacy scores post-training, moderated by campus resource levels and instructor qualifications; evidence that active-learning pedagogies and authentic learning tasks correlate with higher retention of digital skills and improved readiness for employer expectations; and a demonstrable bridge between digital literacy competencies and local occupational requirements, as evidenced by alignment with regional job postings and employer feedback. The study anticipates demonstrating variation in program effectiveness across campus contexts and identifying scalable practices that reduce achievement gaps among non-traditional students, first-generation learners, and multilingual cohorts. The contribution to knowledge lies in providing a rigorous, large-scale assessment of digital literacy training within a systematic community college framework, extending the literature on workforce-oriented digital education in the United States, and offering a validated measurement model for digital literacy outcomes within multi-campus systems. The main conclusion is that structured, context-responsive digital literacy curricula, supported by instructor development and industry-aligned tasks, yield measurable gains that translate into improved student persistence and employability. Recommendations include implementing campus-level professional development, investing in shared digital laboratories, embedding industry advisory boards in curriculum design, standardizing outcome assessments across MCCCS campuses, and pursuing longitudinal tracking of graduate trajectories to inform continuous program improvement.