Digital Literacy and Academic Productivity: A Human Capital Perspective in Higher Education

This study examines the influence of digital literacy on students’ academic productivity in the era of Society 5.0, where digital transformation has reshaped learning environments and human capital development. Digital literacy is recognized as a critical competency that enables students to access, evaluate, and utilize information effectively. However, despite being digital natives, many students still face challenges in optimizing digital tools for academic purposes. This study aims to provide empirical evidence on the relationship between digital literacy and academic productivity using a robust measurement approach. A quantitative descriptive–associative design was employed, involving 90 undergraduate students in West Java, Indonesia. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using the Rasch Model to transform ordinal data into interval-level measures. This approach ensures higher validity, reliability, and measurement precision. The results indicate that the instrument demonstrates strong reliability and unidimensionality. Digital literacy significantly influences students’ academic productivity, particularly in managing academic tasks, engaging in online learning, and processing information effectively. However, variations in student abilities suggest the presence of a digital divide. This study contributes to the literature by applying the Rasch Model in digital literacy research and offers practical implications for higher education institutions in designing targeted digital literacy programs to enhance academic performance and institutional competitiveness.

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