Digital literacy and critical thinking skills are essential competencies for university students in the 21st century. In this study, questionnaires are used to explore the effects of digital-driven instruction on non-English majors’ digital literacy and critical thinking skills. The results show that students demonstrated relatively high levels in both digital literacy and critical thinking skills before instruction intervention. After two months’ intervention, students’ digital literacy showed a statistically significant improvement, whereas their critical thinking skills did not. This study implies that students’ digital literacy and critical thinking skills may not develop automatically and simultaneously. Therefore teachers need to consider explicitly integrating critical thinking into instruction for non-English majors. 

Huang Caixia, Yao Xuan, Jiang Liwen. A Study on Non-English Majors' Digital Literacy and Critical Thinking Skills. Frontiers in Educational Research (2026), Vol. 9, Issue 7: 30-34. https://doi.org/10.25236/FER.2026.090703.

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