The Impact of Information Literacy on the Use of Google Educational Applications Among University Students: The Mediating Role of Self-Directed Learning

Abstract

This study aims to analyze the impact of information literacy on the use of Google educational applications (such as Google Classroom, Google Docs, Google Scholar, Google Meet, etc.) among university students, while examining the mediating role of self-directed learning. The research employed a descriptive-analytical approach and collected data from a sample of 225 students from the Colleges of Medicine, Administration and Economics, and Science. AMOS software was used to analyze the relationships among variables and to test the proposed model.

The findings revealed no significant direct effect of information literacy on the use of Google educational applications. However, the results indicated a significant indirect effect of information literacy on the use of these applications, mediated by self-directed learning. Additionally, the findings showed that students from the College of Medicine had the highest level of usage, followed by students from the College of Administration and Economics, and then the College of Science. This suggests a variation in digital engagement levels depending on the nature of the academic discipline