The purpose of this study is to develop and validate a scale for measuring digital literacy by identifying the factors consisting of digital literacy and extracting items for each factor. Preliminary items for the Delphi study were developed through the analysis of previous literature and the deliberation of the research team. As a result of two rounds of the expert Delphi study, 65 items were selected for the main survey. The validation of the items was carried out in the process of exploratory and confirmatory factor analyses, reliability test, and criterion validity test using the data collected in the main survey. As a result, a 4-factor structure composed of 31 questions(factor 1: digital technology & data literacy- 9 questions, factor 2: digital content & media literacy- 8 questions, factor 3: digital communication & community literacy- 9 questions, factor 4: digital wellness literacy - 5 questions) was confirmed. Also, the goodness of fit indices of the model were found to be good and the result of reliability test revealed the scale had a very appropriate level of Cronbach’s alpha(α=.956). In addition, a statistically significantly positive correlations(p<.001) were found between digital literacy and internet self-efficacy and between digital literacy and self-directed learning ability, which were predicted in the existing evidence, therefore the criterion validity of the developed scale was secured. Finally, practical and academic implications of the study are provided and future study and limitations of the study are discussed.

This study tested the equivalence of a digital literacy measurement tool across different age groups and examined differences in latent means. It measured digital literacy using the same items among 994 elementary students, 348 middle school students, and 220 university students representing childhood, adolescent, and early-adulthood groups, respectively. The digital literacy scale originally developed for the adolescent group was modified to accommodate the vocabulary and contexts appropriate for childhood and early-adulthood groups. The results confirmed complete configural and metric invariance across the groups, though scalar invariance was partially achieved. After partial scalar invariance was established, partial strict invariance was secured for comparing latent means. The comparison revealed that the childhood group scored higher on data and content literacy than the adolescents but lower on community literacy. The early-adulthood group scored significantly higher than the adolescent group on data and media literacy. This paper interprets these results, discussing the implications and limitations of the study.

This study aimed to develop a self-reporting assessment tool for digital literacy competence to use it as a tool for self-diagnosis or effectiveness verification in educational programs, considering that digital literacy competence is one of the core competencies for the present and future society. Based on the previous research on digital literacy competence, the tool was developed with 45 question items of 2 areas and 8 factors. The results of an exploratory factor analysis and confirmatory factor analysis conducted to determine suitability were generally satisfactory based on the assessment data from about 3,000 middle school students. The assessment tools developed in this study are primarily applicable to primary and secondary school and adult education. In future research, if the system is developed to be accessible to anyone online based on this tool, and the accumulated data provide educational information for each individual's self-development, it will greatly contribute to improving the digital literacy competence of the people.

The purpose of this study is to make recommendations for developing a Metaverse platform for educational purpose by utilizing focus group interviews with elementary, middle, and high school teachers having experience on metaverse in teaching. 10 teachers participated in the study, and data was collected for two months from January to February in 2022, and two focus groups were formed and interviewed. Data was analyzed by applying content analysis. The results showed that there were 17 sub-themes derived from 6 main guiding questions(What are the advantages of using Metaverse platform in education? What are the advantages of utilizing Metaverse as one of educational software? What are the possible and appropriate classes utilizing Metaverse in future education? What are the possible problems when using Metaverse in education? What are the essential functions which Metaverse should have in education? and Could you provide us with policy recommendations in building Metaverse platform for educational purpose?). Finally, based on the results, recommendations for building Metaverse platform for educational purpose are suggested and limitations of the study and possible future study are discussed.

In this paper, we propose suggestions for developing a Metaverse platform for educational purpose utilizing a Delphi study method with experts on Metaverse and digital education. 17 experts participated in the 1st study and 16 took part in the 2nd study, and data was collected via emails from January 5th to 10th for the 1st study and from January 12th to 17th for the 2nd study in 2022. Collected data in the 1st study was analyzed by applying content analysis. The results for the 1st study indicated that there were 120 sub-factors were derived from 7 main questions(the necessity of a Metaverse platform for future education, how to use the Metaverse platform for education to improve the capacities needed for future human resources, problems that may arise during education using the Metaverse platform, the functions that the Metaverse platform for education should have, the infrastructure and environment required when using the Metaverse platform for education, how to use the Metaverse effectively as a learning space, subjects and educational contents that will be effective if conducted on the Metaverse platform for education). The results for the 2nd study were presented by being ranked with calculated means of sub-factors for each question. Finally, based on the results, suggestions for building a Metaverse platform for educational purpose are stated and limitations of the study and possible future study are discussed.

The purpose of this study is to establish definitions on Metaverse and Metaverse literacy and to develop a framework for Metaverse literacy utilizing a Delphi study and in-depth interview methods with experts on Metaverse and digital, and future education. 9 experts participated in the Delphi study and 4 took part in the in-depth interview, and Delphi study data was collected via emails from January 12th to 17th and in-depth study data was gathered via zoom from March 1st to 19th in 2022. To establish the definition of Metaverse, 6 existing definitions were presented and ranked with calculated means of each definition, and additional comments were collected. To build the definition of Metaverse literacy, 1 existing definition was shown and calculated with the degree of agreement, and additional feedback was gathered. To develop a framework for Metaverse literacy, 12 sub-concepts were presented and ranked with calculated means of each concept. After applying feedback of the Delphi study, the authors re-established the definitions of Metaverse and Metaverse literacy, and re-develop the framework for Metaverse literacy. In the in-depth interview, feedback on these definitions and the framework was collected. After these processes, the definitions of Metaverse and Metaverse literacy were finalized, and the framework for Metaverse literacy was developed. Based on the results, implications and limitations of the study, and possible future study are discussed.

The purpose of this study is to derive the definition of ‘digital welfare’, to identify the elements necessary for the realization of ‘digital welfare’ in the areas of social welfare policy, administration, and practice, and ultimately to develop the framework for the implementation of ‘digital welfare’ through feedback from experts by applying Delphi method. By synthesizing feedback from the experts and deliberation among the authors, the concept of ‘digital welfare’ was defined as “The totality of organized and cooperative public or private actions that satisfy the universal needs of individuals and promote the well-being and welfare of citizens by preventing/solving social problems, providing more effective/efficient social services through digital technology, and enabling everyone to reap and utilize the benefits of digital technology” The opinions of experts on the elements needed in each area of social welfare to implement ‘digital welfare’ were summarized as follows; establishing initial infrastructure and building a platform based on integrated private and public data, securing physical(devices, networks, customized apps, etc.) accessibility for the digitally vulnerable, improving digital literacy of service providers and users, ensuring the right to choose between non-digital and digital methods when applying for and using services, pioneering new field of social welfare area such as joint response among community residents(ex. young people book a movie ticket for the elderly through on-line) for the digitally marginalized, evaluation and policy application, and protecting personal information. The phases for digital welfare implementation in the developed framework were suggested as follows; 1) Establishment of the concept of ‘digital welfare’/ Social agreement on the concept/ Enactment and revision of relevant laws, 2) Establishment of infrastructure, 3) Services provision, and 4) Evaluation and feedback. Detailed policy, administration, and practice examples for each phase were added in the conclusion section. Based on the results, academic and policy implications related to the establishment of the concept of ‘digital welfare’, limitations of the study, and suggestions for future study were discussed.

This study was conducted for the purpose of exploring strategies to prevent online hate speech and cyberbullying. The first study was conducted in March 2023 as a focus group interview, and the composition of the expert group, creator group, and user group was three people each. The second study was conducted using a survey first and a focus group interview afterwards. The survey was conducted on 2,000 citizens from April to May 2024, and focus group interviews were conducted in May 2024, and the composition of the expert and adolescent group was three people each. The interview data was analyzed using content analysis, and the survey data was analyzed using frequency analysis. As a result of the analysis of the focus group interview data, 17 sub-themes were derived from five questions on the core theme (prevention strategies for online hate speech and cyberbullying) in the first study, and 19 sub-themes were derived from five questions in the second study. Finally, based on the results, academic, educational, and policy recommendations are suggested, and the limitations of the study and directions for future research are discussed.

Digital literacy has become as important as other the types of literacies that schools and universities teach. In this context, defining it and understanding its components are critical in order to be able to design meaningful policies meant to improve the digital literacy level of the population and to create adequate and well-articulated educational tools and curricula. The purpose of this paper is to identify, briefly describe and compare the existing digital literacy frameworks issued by academia, as well as by governmental and international organizations. Based on this comparative analysis, the paper concludes as to the strengths of the most recent and comprehensive digital literacy framework and discusses the need of progression from earlier frameworks to the most recent ones.

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

Digital literacy extends beyond using digital tools, encompassing sociology, psychology, education, and technology. This bibliometric study analyzes 2,307 publications from the Web of Science database, examining publication trends, citation structures, key authors, and emerging themes. Findings show steady growth in digital literacy research, with education and library sciences as dominant fields and the USA leading contributions. Key topics include ‘Fake News,’ ‘Competence,’ ‘Educational Technology,’ ‘Health Literacy,’ and ‘COVID-19,’ highlighting how the pandemic has influenced research trends from 2017 to 2021.

The purpose of this paper is to indicate the problem of mes- sage frame and present the methodology deriving effective mes- sage that government and public enterprise delivers in public conflict management, especially in case of conflict situation be- tween the government and the people. For this, this paper re- views theories, previous studies, media reports on public conflict management, and analyzes some cases. Research shows that stakeholders fit into five different modes when faced with conflict and most serious conflict comes from dominating-dominating stance. We conclude by highlighting the importance of balanced perspective between concern of self and concern of others among stakeholders to resolve serious situation and change para- digm from dominating-dominating to collaborating-collaborating.

With technological advancements, human life has expanded from an analog to a digital environment, emphasizing the need for literacy in the digital world just as it was essential in the analog era. The concept of digital literacy, first proposed by Gilster in 1997, has evolved beyond functionality and application to encompass attitudes, critical thinking, and problem-solving skills. This study builds upon the Korea Education and Research Information Service's (KERIS) 2006 research on digital literacy, integrating recent domestic and international research trends and technological advancements. Through two rounds of Delphi analysis and in-depth interviews, this study redefines the concept of digital literacy and identifies its subdomains and key components to strengthen learners’ competencies. The findings define digital literacy as a foundational competency necessary for leading an autonomous life as a digital society member. It is operationally defined as a practical ability to ethically understand and utilize digital technology to explore, manage, and create information while solving problems. The study categorizes digital literacy into four subdomains: Understanding and Application of Digital Technology, Digital Mindset, Digital Thinking Ability, and Digital Literacy Practice.

This study was conducted to establish a theoretical foundation for developing and disseminating digital literacy teaching and learning materials in connection with the 2015 Revised National Curriculum, in preparation for the full implementation of the 2022 Revised National Curriculum. To achieve this, the study structured the concept of Digital Literacy as outlined in the 2022 Revised Curriculum and refined the major domains, sub-elements, and content system of digital literacy identified in the 2022 Information Education Curriculum Proposal (Ministry of Education, 2022.12.31) into specific learning elements and performance expectations. Additionally, the study aimed to analyze subject achievement standards based on curriculum linkage and propose directions for developing instructional materials to implement digital literacy education effectively. To achieve these objectives, the research focused on establishing a digital literacy framework, aligning curriculum content standards with digital literacy, analyzing digital literacy experiences and instructional case studies, and formulating subject-integrated digital literacy education strategies. The study employed literature review and keyword network analysis to identify key components of digital literacy. Furthermore, in-depth focus group interviews (FGI) with field teachers and expert workshops using the World Café method were conducted to validate the digital literacy framework and ensure its practical applicability in education.

This study examines the educational impact of smart device-based learning through a review of domestic and international policies, prior research, and case studies. The findings indicate that integrating smart devices into learning positively influences learning motivation, satisfaction, critical thinking, and overall academic performance. Furthermore, smart device-based learning enhances student engagement and participation, a result consistently observed in both general and in-depth surveys. These findings suggest that self-directed learning skills and academic achievement can be significantly improved through the effective use of smart devices. The study also highlights the positive impact of interactive whiteboards in increasing classroom engagement and instructional efficiency. Moreover, when interactive whiteboards and AI-powered digital assistants (D-Bot) are used complementarily, their combined application maximizes educational effectiveness. To enhance the educational benefits of smart device-based learning, the study proposes a Digital Literacy Content Framework and the 3CR Model. Additionally, it emphasizes the need for long-term strategic planning, effective program implementation, and overcoming technological constraints. Key recommendations include securing high-quality educational content, developing teacher training programs, and integrating interactive whiteboards and D-Bot-based solutions into budget planning to ensure sustainable and effective smart device-based education. These measures require policy-level support to foster a future-ready digital learning environment.

As society undergoes rapid transformation, enhancing teachers' digital literacy is essential to preparing future generations. To ensure that educators effectively integrate digital technologies into teaching, structured training programs and systematic professional development are critical. This study aims to develop a digital literacy framework for teachers and establish training strategies, refining the framework through domestic and international research analysis and expert consultations. A survey conducted among 634 teachers affiliated with the Daegu Metropolitan Office of Education revealed that 74.6% had received training in digital technology utilization, while 71.9% agreed on the need for expanded digital literacy education. Teachers identified key competencies such as ‘creating educational value through digital technology’ (4.3), ‘digital awareness and attitude’ (4.3), and ‘digital critical thinking’ (4.2) as essential components of digital literacy. Challenges in implementing digital literacy education included a test-oriented education system (3.9), lack of educational resources (3.6), ambiguity in digital literacy concepts (3.5), and insufficient training opportunities (3.4). The most effective training methods identified were expert mentoring (3.8), in-school training (3.8), peer coaching (3.6), and participation in learning communities (3.6). Based on these findings, it is crucial to design and implement practical teacher training programs that enable educators to comprehend and effectively apply digital technologies in their instruction. Additionally, ongoing collaboration among teachers is necessary to continuously develop their digital competencies and ensure sustainable digital education practices.

Cyberbullying has evolved alongside technological advancements. Initially emerging in the 1990s on internet forums, cyberbullying expanded through text messaging with the rise of smartphones and is now entering a new phase with AI-driven cyber violence and deepfake content. This study represents the first analysis of cyberbullying in the AI era, confirming that content-based cyberbullying is becoming a new trend. According to the survey, 70.8% of the 2,000 respondents (ages 14–69) held a positive perception of AI technology, and 77.9% expressed willingness to use AI. However, concerns about AI misuse were also prevalent, with deepfake manipulation (21.7%), automated personal data collection (14.7%), and AI-generated disinformation (12.3%) identified as major risks. A significant 58.5% of respondents had encountered deepfake content, and 55.2% found it difficult to distinguish from real media. The ability to detect deepfakes decreased with age, and women (61.0%) reported greater difficulty than men (49.6%) in identifying such content. Concerns over AI-driven cyberbullying were evident, with 62.7% recognizing it as a serious issue and 88.4% emphasizing the importance of AI ethics. When asked about who should bear ethical responsibility, respondents pointed to governments (82.1%), service providers (80.8%), and AI developers (80.5%). These findings highlight the urgent need for ethical and policy-driven measures to address cyberbullying in the AI age. Collaboration between governments, businesses, educational institutions, and civil society is essential to mitigating AI-related risks and ensuring a safer digital environment.

This study defines the metaverse as "a world where reality and the virtual merge, enabling all human activities through an avatar or digital representation." Additionally, metaverse literacy is defined as "the ability to communicate and achieve one's goals in the metaverse based on inner well-being." Metaverse literacy is operationally classified into three main domains—inner capacity, foundational skills, and applied competencies—and further divided into ten key elements: self-identity, self-regulation, digital citizenship, self-directed learning, digital proficiency, data-driven critical thinking, digital communication, digital relationship management, digital content creation, and virtual collaboration. The vision for the Seoul-style metaverse platform is to "provide a safe educational environment, meet the diverse needs of learners and educational institutions, contribute to future-oriented educational innovation, and reduce educational inequality and disparities." One of the primary challenges of this research was the limited number of individuals with metaverse experience, particularly in educational applications. To address this, securing participants for surveys, Delphi studies, focus group interviews, and expert interviews posed difficulties. To supplement these limitations, three experiential workshops were conducted for research participants. However, applying these findings to real-world education settings may present further challenges, indicating the need for a second phase of validation research to refine and enhance the findings.

The Center for Digital Literacy, the Ministry of Science and ICT, the National IT Industry Promotion Agency (NIPA), and the Sogang University Graduate School of Metaverse have jointly developed the Metaverse Code of Ethics Guide to foster innovation within the metaverse ecosystem and promote a culture of self-regulation. This guide includes the Metaverse Code of Ethics, along with an explanatory commentary and casebook, providing background information and insights into the development process. The Metaverse Code of Ethics consists of general provisions applicable to all metaverse participants, as well as specific ethical guidelines tailored for providers, creators, and users. The guide is freely accessible under a CC BY-ND (Creative Commons Attribution-NoDerivs) license, allowing for use and distribution with proper attribution, but prohibiting modifications and the creation of derivative works.

The Center for Digital Literacy, the Ministry of Science and ICT, the National IT Industry Promotion Agency, tand the Sogang University Graduate School of Metaverse have jointly published the Metaverse Code of Ethics Guide 2023 to promote innovation and foster a culture of self-regulation within the metaverse ecosystem. Originally written in Korean, this guide was translated into English by the Sogang University Graduate School of Metaverse to enhance accessibility for an international audience. This guide is based on the Ethics Principles for the Metaverse (Ministry of Science and ICT, 2022) and serves as a comprehensive and easy-to-understand commentary on ethical standards in the metaverse. It includes the newly introduced Metaverse Code of Ethics, providing explanations on its background and development process. The Metaverse Code of Ethics consists of universal ethical clauses applicable to all metaverse participants, along with specific ethical guidelines tailored for suppliers, creators, and users. This structure ensures that ethical considerations are addressed across all sectors of the metaverse.

As of November 2024, South Korea had 46.73 million YouTube users, with a total usage time of 106.3 billion minutes. YouTube remains a popular platform across all age groups, but its dominance is particularly evident among youth, serving as both a learning hub and a recreational space. However, while YouTube offers educational and beneficial content, it is also home to harmful and sensationalized content. Some creators prioritize views and ad revenue over ethics, producing content that mocks the vulnerable or promotes hate, leading to a cycle of harmful content production and consumption, which threatens the integrity of the platform. To foster a healthy digital content consumption culture, the Center for Digital Literacy (CDL) launched the Best YouTube Channel Awards in 2019, now in its sixth year. The 2024 Best YouTube Channel Awards Top 10 winners were selected through discussions and voting by 4,163 students. The evaluation was based on CDL’s ethical standards for digital content creators, assessing three key criteria: entertainment value, usefulness, and public interest (including ethics, human rights, cultural diversity, and appropriate language use). This youth-selected list of valuable content and channels serves as a valuable resource for students and educators nationwide. This guide introduces the Top 10 Best YouTube Channels of 2024, aiming to support educational use and informed content consumption in learning environments.

As of November 2023, 46.17 million South Koreans—88.4% of the total population—were active YouTube users, with a total watch time reaching 1.63 billion hours. Among all age groups, teenage males recorded the highest YouTube usage, spending more than twice as much time on the platform compared to other demographics, reflecting their high dependency on YouTube. While YouTube offers valuable educational content, it is also home to harmful and sensationalized content. Some creators, driven by subscriber counts and ad revenue, produce content that mocks the vulnerable and promotes hate, fueling what is now referred to as the "hate economy." This cycle of harmful content production and consumption continues to threaten the integrity of the platform. To promote healthy digital content consumption and foster a better YouTube ecosystem, the Center for Digital Literacy (CDL) launched the Best YouTube Channel Awards in 2019. Now in its fifth year, the 2023 Best YouTube Channel Awards were determined through discussions and voting by 4,378 students from 46 middle and high schools nationwide. This book introduces the Top 10 YouTube channels selected by youth in 2023, offering a valuable reference for students and educators. It is intended to be widely used in educational settings to support informed and responsible content consumption.

This textbook explores the importance of digital literacy and how to effectively apply it in today’s digital era. While literacy in the past primarily referred to reading and writing, modern information now comes in various formats—including text, data, graphics, audio, and video—making the ability to quickly locate, analyze, and create digital content more critical than ever. The advancement of Internet of Things (IoT), big data, cloud computing, and artificial intelligence (AI) has revolutionized the way information is collected and processed, leading to a shift in human roles within digital environments. For future generations, mastering digital technologies and data is essential, but equally important is developing strong ethical awareness and responsible digital behaviors. This textbook serves as a guide for navigating a digital-first society, equipping learners with the knowledge and skills needed to become responsible digital citizens. By strengthening digital competencies, students will be empowered to engage, create, and thrive in the digital future.

As user dependency on YouTube increases each year, its influence on society continues to expand. The information revolution driven by YouTube brings both benefits and risks. While the platform hosts valuable educational content, it is also home to harmful and sensationalized material. With the significant rise in youth screen time on YouTube, public concern has grown, prompting the Center for Digital Literacy (CDL) to take action. Since 2019, CDL has been organizing the Best YouTube Channel Awards, recognizing informative and positive YouTube channels that deserve wider recognition and encouraging youth to engage with quality content. The 2022 Best YouTube Channels, selected by 2,746 students from schools participating in CDL’s Digital Literacy program, reflect youth perspectives on valuable educational video content. Following the 2023 Best YouTube Channel Awards, CDL compiled the award results into a published resource. As the selection process is driven by student discussions and evaluations, this guide serves as a valuable reference for teachers and students beyond those who participated in the selection process. Released annually as a free resource, it is particularly useful for digital media literacy education and can be integrated into classroom instruction.

The Center for Digital Literacy (CDL) has carefully selected 33 of the most effective digital tools for remote learning from over 150 tools used for teaching and self-development. Part 1: Mobile Web & Apps for Creative Activities introduces 21 tools designed for digital content creation. These include digital painting, computer graphics, 3D modeling, video production, animation, character design, emojis, music composition, digital books, and card news. These tools can be used in subject-specific lessons as well as interdisciplinary learning projects. Part 2: Mobile Web & Apps for Analysis & Inquiry Activities presents 12 tools that support data analysis, virtual field trips, collaboration, idea organization, presentation creation, file sharing, smartphone webcam usage, and desktop mirroring—all essential for effective remote teaching and learning. To assist educators in integrating these tools into their classrooms, supplementary materials such as activity sheets and instructional videos are available at http://www.bit.ly/33mwa. However, unauthorized distribution of the URL or its content without prior approval from CDL is strictly prohibited.

As user dependency on YouTube continues to grow, so does its influence on society. The digital revolution sparked by YouTube presents both opportunities and challenges. While the platform offers educational and informative content, it is also home to harmful and sensational material. With youth spending an increasing amount of time on YouTube, concerns about media consumption habits have drawn significant attention. In response, the Center for Digital Literacy (CDL) launched the Best YouTube Channel Awards in 2019, aiming to promote valuable, responsible content while guiding young users toward high-quality educational channels. The 2021 Best YouTube Channels were selected by 1,025 students from schools participating in CDL’s digital literacy curriculum, engaging in structured discussions and evaluations. Following the 2021 Digital Literacy Conference, CDL hosted an awards ceremony for the selected channels and published the results in an official guidebook. As these rankings are based on youth perspectives, they provide valuable insight for educators and students alike, even for those who did not participate in the selection process. This resource is published annually and made freely available, serving as an effective teaching tool for digital media literacy education in classrooms.

YouTube has transformed the traditional media landscape, leading a new wave of digital innovation. While the platform offers a wealth of educational and engaging content, it has also seen a rise in harmful and sensational material. With youth spending an increasing amount of time on YouTube, concerns over media consumption habits have become a pressing societal issue. Unlike traditional broadcast media, digital platforms are difficult to regulate, and excessive restrictions may infringe upon freedom of expression. Therefore, it is crucial to foster self-regulation within the platform, promoting healthy content creation and consumption. To support this effort, the Center for Digital Literacy (CDL) has hosted the Best YouTube Channel Awards to recognize and encourage responsible, high-quality content. This year, CDL is proud to announce the winners of the 2020 Best YouTube Channel Awards. The "Best YouTube Channels Selected by Youth" were chosen through discussions and evaluations by 1,025 students participating in CDL’s digital literacy curriculum, while the "Best YouTube Channels Selected by Teachers" were determined through a vote by 323 educators nationwide. The evaluation criteria were based on CDL’s Digital Content Creator Ethics Standards, assessing entertainment value, educational usefulness, public interest, human rights awareness, ethical considerations, cultural diversity, and responsible language use. This guide serves as a valuable reference for educators and youth, providing insights into healthy, educational digital content. We hope it will be widely utilized to support media literacy education.

As the Fourth Industrial Revolution reshapes the future of education, educators are seeking new approaches to prepare students for the digital era. In response to this shift, the Center for Digital Literacy (CDL) has published Digital Literacy Classroom, a practical guide that offers concrete strategies for implementing digital literacy education. This book provides hands-on methods for utilizing digital tools while fostering discussion, collaboration, and presentation skills. It also offers guidelines on evaluating information in an era of digital overload, practicing digital etiquette, and understanding the value of creation and sharing. The content is structured into four key themes: Thinking, Responsibility, Creation, and Sharing—covering essential topics such as big data, artificial intelligence, digital storytelling, video editing, and YouTube content creation. Designed for immediate application in the classroom, this book serves as a practical resource for educators exploring digital education and for anyone seeking a clearer vision for the future of learning.

This book presents the collaborative research findings of 23 educators and Professor Park Il-jun who participated in the 2021 AI Convergence Graduate School course at Ewha Womans University. It explores 13 key issues and discussions surrounding education in an AI-driven digital era. The Fourth Industrial Revolution and the COVID-19 pandemic have exposed the limitations of traditional education systems, highlighting the urgent need for transformation. The current education system and societal challenges are the result of past policies and decisions, and the future of education depends on how today’s educators prepare for what lies ahead. This book offers insights into how to guide children and young learners in the future, the essential competencies teachers must develop, and the challenges facing the education sector. It also explores the direction of change and innovation in education for the AI era, providing practical applications that can be integrated into classrooms. We hope this book serves as a valuable resource for educators navigating the future of education, encouraging collaborative reflection and shared learning to shape the next generation.

South Korea has grown beyond economic success to become a global leader in cultural content, a transformation driven by the power of education. However, with rapid shifts in society and labor environments following the Fourth Industrial Revolution, there is an increasing demand for fundamental changes in education. Smart education—leveraging digital tools—has emerged as a crucial topic. However, insufficient infrastructure in areas such as network systems, hardware, and software has limited its full implementation in classrooms. Yet, infrastructure alone is not enough—without sufficient curriculum-aligned digital content, effective application in real educational settings remains a challenge. Recognizing these challenges, the Center for Digital Literacy (CDL) has developed a practical guide to support future-oriented digital education, incorporating the insights and experiences of frontline educators. This guide, co-authored by five teachers, is designed as a hands-on instructional resource that can be immediately applied in schools. To ensure broad accessibility, this manual is published as a free e-Book, with the hope that it will serve as a valuable tool for educators striving to integrate digital learning into their classrooms effectively.

Transform education by transforming the tools! Expanding the perspectives of digital natives through digital-driven learning Digital & Media Literacy challenges the traditional, lecture-centered approach to education, advocating for a shift in teaching tools to embrace digital learning methods. Today’s students are digital natives, born into a world seamlessly integrated with technology. Yet, many classrooms still rely on outdated analog teaching methods. This book emphasizes active engagement, encouraging students to participate in lessons using digital tools rather than passively receiving information. The book provides practical strategies for incorporating various digital tools, guiding students toward discussion, debate, collaboration, and presentation skills in a natural way. Additionally, it addresses critical digital skills, such as distinguishing relevant information in an era of overwhelming data and practicing digital etiquette. Beyond just using digital tools, Digital & Media Literacy encourages students to create original content and reflect on how to share their work responsibly. While predicting the future of education is challenging, preparing for it doesn't have to be. This book serves as a comprehensive guide for educators exploring digital learning strategies, as well as for anyone seeking to understand the future of education in the digital age.

This book provides a clear and accessible introduction to why digital literacy matters and how to effectively apply it in daily life. In an era of rapid technological advancement, digital literacy is no longer optional—it is an essential skill for understanding, analyzing, and creatively utilizing information. The book begins by explaining the concept and importance of digital literacy, emphasizing the attitudes and skills necessary for responsible digital citizenship. It then explores digital media analysis, emerging technologies such as Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI), big data analysis, and digital content creation through practical examples. Additionally, the book offers hands-on guidance on photo and video production, digital media-assisted learning methods, and online fact-checking techniques—all essential for navigating today’s digital landscape. By reading this book, learners will develop the ability to use digital technology responsibly, think critically, and create innovative digital content. This guide is an invaluable resource for anyone preparing for the future in the digital era.