Validation of the Digital Media Literacy Curriculum Model

Abstract

The aim of this study is to validate a curriculum model for digital media literacy education using a mixed-methods approach. This applied study employed a sequential mixed-method design. In the qualitative phase, content analysis was conducted on 38 relevant national and international studies using the seven-stage meta-synthesis method by Sandelowski and Barroso to extract key curriculum components. In the quantitative phase, the proposed model was validated through expert judgment (8 experts) and a survey conducted among 346 lower secondary school teachers. Data were analyzed using CVR, CVI, Composite Reliability (C.R), Average Variance Extracted (AVE), and Structural Equation Modeling (SEM) via LISREL software. The results indicated that all components of the proposed model had acceptable content validity, with CVR and CVI values exceeding 0.70. Composite Reliability scores for all constructs were above 0.89, and AVE values were greater than 0.70, demonstrating high internal consistency. Standardized factor loadings for all paths ranged from 0.671 to 0.891 and were statistically significant, indicating a good fit between the conceptual model and empirical data. The validated curriculum model demonstrates strong conceptual and empirical validity and can serve as a reliable framework for implementing digital media literacy education in school systems.