The Digital Literacy among Junior High School Students in Shanghai:A Case of Sumin Middle School

Abstract

The objectives of this research were (1) to clarify the overall level and structural characteristics of digital literacy among junior high school students at Shanghai Sumin Middle School based on the constructed five-dimensional framework for the AI era;(2)to identify the key individual, school and family factors that significantly influence the development of students’ digital literacy;(3)to propose effective improvement pathways and AI-integrated educational intervention strategies tailored to the actual situation of Shanghai Sumin Middle School. The study adopted an explanatory sequential mixed-methods design, combining quantitative and qualitative approaches. A total of 362 junior high school students from Grades 6 to 9 at Sumin Middle School were selected as the main participants, together with some teachers and parents, supplemented by classroom observations. Research instruments included a self-developed Digital Literacy Questionnaire for Junior High School Students, semistructured interviews, non-participant classroom observations and document analysis. Major Findings:(1) Regarding the overall level and structural characteristics of digital literacy: students’ digital literacy was generally at a moderately high level, but showed significant structural imbalance characterized by strong basic abilities and weak higher-order competencies.(2) Regarding influencing factors of digital literacy: individual ICT usage habits, school-level curriculum and teaching integration, and family-level quality of parental guidance all exerted significant positive predictive effects on students’ digital literacy. After controlling for other variables, family digital environment showed no significant independent effect. A paradox of “high exposure, low creation” was also identified.(3) Regarding the construction of improvement pathways and intervention strategies: a systematic five-in-one intervention framework consisting of curriculum restructuring, instructional innovation, assessment reform, ecosystem optimization and teacher development can effectively target the weak dimensions and influencing mechanisms.