Integration of Critical Digital Literacy in Engineering Education: An Integrative Review with a Sociotechnical Approach
DOI:
https://doi.org/10.29105/mdi.v14i23.356Keywords:
critical digital literacy, engineering education, integrative review, sociotechnical training, critical digital competenceAbstract
Digital transformation is redefining professional practices in the field of engineering, demanding not only advanced technical skills but also critical capacities for the responsible use of emerging technologies. In this context, the aim of this article is to systematize and critically analyze the main lines of debate surrounding critical digital literacy in engineering education, based on an integrative review of recent literature.
Methodologically, a thematic analysis of academic studies published between 2015 and 2024 was conducted, allowing for the identification of conceptual patterns and emerging trends in the field. The results reveal the predominance of instrumental approaches in digital training, as well as the limited cross-cutting incorporation of ethical and reflective dimensions in curricula.
Based on these findings, a conceptual framework is proposed that integrates technical, ethical, and reflective dimensions as the foundation for a critical sociotechnical approach to engineering education. It is concluded that critical digital literacy constitutes a strategic axis for strengthening the professional profile of contemporary engineers and guiding their responsible engagement with current technological challenges.
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