As a physiotherapy lecturer, digital literacy is no longer a supplementary skill—it has become essential. Reflecting on my own digital literacy, I recognize how critical it is in facilitating student learning, especially in blended and online environments. My role has shifted from being solely a content expert to also being a digital navigator for my students.
Understanding and using digital tools such as learning management systems, video conferencing platforms, simulation apps, and collaborative platforms (like Padlet, Miro, or Google Docs) enhances the learning experience. Moreover, encouraging students to become digitally literate empowers them to critically appraise online resources, engage in virtual clinical simulations, and participate in tele-rehabilitation, which is increasingly relevant in modern physiotherapy practice.
However, I also acknowledge that digital literacy isn’t static—it requires continuous learning. One challenge I face is selecting tools that are both pedagogically sound and accessible to students with varying levels of digital fluency and internet connectivity. This reflection encourages me to be intentional about integrating technology in a way that aligns with learning outcomes while also being inclusive.