Abstract:

This study examines undergraduate students’ perspectives on the development of open minicourseware integrated with community-based learning as a means to strengthen digital literacy. Digital literacy is conceptualized not only as technical proficiency with digital tools, but also as the capacity for critical information evaluation and ethical use of digital resources. Despite high levels of access to and use of technology, many students have limited opportunities to apply these skills in authentic contexts, resulting in a persistent gap between digital engagement and meaningful, responsible practice.

The study employed a descriptive survey research design. Data were collected from 456 undergraduate students enrolled in universities across four regions of Thailand using a 46-item student opinion questionnaire developed to assess their digital literacy levels, perceived challenges, and perspectives on open minicourseware. The responses were analyzed using descriptive statistics—percentages, means, and standard deviations—together with the Prioritization Needs Index (PNI Modified) to identify and rank areas of greatest need in students’ digital literacy development.

The findings indicate that, although students report intensive use of digital technologies, substantial deficiencies remain in critical domains such as evaluating the accuracy of online information and understanding copyright and data-ethics principles. Students’ feedback suggests that open minicourseware can effectively support flexible and personalized learning and that integrating community-based activities meaningfully situates digital literacy development in real-world contexts. On the basis of these results, the study proposes a framework for open minicourseware that foregrounds collaboration among students, educators, and community partners and follows iterative cycles of analysis, design, implementation, and feedback.

Keywords:

Digital Literacy, Open Minicourseware, Undergraduate Students, Community-based projects.