Abstract:

Digital literacy is an essential skill for individuals seeking to live, learn, and work successfully in contemporary society. It encompasses the use of digital tools, the critical evaluation of online information, the protection of personal data and privacy, ethical communication in virtual environments, and a responsible understanding of the impact of technology on society. The importance of digital literacy within the European context is reflected in the European Union’s policy initiative “Digital Education Action Plan 2021–2027: Resetting education and training for the digital age,” which identifies the development of digital abilities and skills as one of its key priorities. In Lithuania, while implementing the pre-school curriculum and acknowledging that preschool-age children develop foundational cognitive, social, and emotional abilities that influence later personal development, efforts are made to foster children’s digital competence, including the ability to use digital technologies and thereby develop their digital literacy.

The aim of the study was to analyse teachers’ attitudes towards the development of digital literacy in preschool-age children. Prior to the empirical investigation, scientific, pedagogical, and psychological literature, as well as educational, strategic, and national documents regulating digital literacy for preschool-age children, were examined. An open-ended questionnaire as the qualitative research method was chosen. The study involved 19 pre-school education teachers. The research sample was formed using a homogeneous sampling method, in which all participants share one common characteristic – their profession.

The study adhered to ethical principles, including respect for participants’ privacy, confidentiality, and anonymity. Qualitative content analysis was applied to examine the collected data, during which respondents’ answers were categorised and key categories and subcategories were identified.

The empirical findings revealed pre-school teachers’ understanding of digital literacy and their perception of its importance. Teachers emphasized the significance of digital literacy in today’s world as a way to prepare for the future and as a condition for improving the educational process. The study indicated that teachers encounter organisational, pedagogical, and social challenges when fostering digital literacy in pre-school children. Teachers also identified potential solutions, including improving their own ICT skills and having opportunities to select digital tools that meet children’s needs.

Keywords:

Teachers, pre-school education, digital literacy, digital competence.