Examining the Relationship between Computational Thinking, 21st century Skills, and Digital Literacy Levels among Students in Health Education

Abstract

Background: 21st century skills are critical for health professionals to adapt to a changing world. Purpose: This study was conducted to examine the relationship between computational thinking, digital literacy, and 21st century skills among students in health education. Methods: This descriptive and cross-sectional study was conducted with 778 students enrolled at the Faculty of Health Sciences in a province in eastern Turkey between July 2024 and December 2024. Computational thinking scale, digital literacy scale and 21st century skills scale were used in the study. Results: Correlation analyses showed that digital literacy was moderately and positively correlated with computational thinking (r =0.529, p <0.001) and multidimensional 21st century skills (r = 0.477, p < 0.001). Computational thinking also demonstrated a moderate positive correlation with multidimensional 21st century skills (r =0.441, p <0.001). Hierarchical regression analysis indicated that computational thinking and digital literacy together significantly predicted multidimensional 21st century skills, accounting for 27.7% of the variance (R²=0.277). Both predictors showed significant positive standardized effects (computational thinking: β =0.262, p <0.001; digital literacy: β =0.338, p <0.001). Conclusion: The findings suggest that in order to develop 21st century skills in health education, it is necessary to support algorithmic thinking and digital literacy as a combined effort. Implications for Nursing: Nursing curricula should incorporate algorithmic thinking and the use of digital tools holistically; clinical and applied courses should provide learning opportunities in which students can apply 21st century skills in real-life contexts. © 2026, Jordan University of Science and Technology. All rights reserved.