EXPLAINING AND ENHANCING DIGITAL LITERACY OF MED STUDENTS: A MULTILAYER EVIDENCE BASED APPROACH

Digital literacyhas emerged as a critical competency for educators in the 21st century,particularly in the context of higher education teacher training.For Master of Education(MEd)students,digital literacy is not only a technical skill but also a professional capacity that influences teaching design,evidence based decision making, and reflective practice. This article investigates the digital literacy of Med students through a multilayer evidence based approach,combining theoretical modeling, contextualized assessment, and practical interventions. Using a mixed method design involving task based assessments, surveys, and semi structured interviews,the research identifies the core dimensions of digital literacy,explains their manifestation in professional tasks,and evaluates targeted enhancement strategies.The findings reveal that digital literacy encompasses three interdependent layers-technological proficiency,evidence based analytical skills, and reflective decision making capacity-and that structured interventions based on multilayer evidence significantly improve students professional digital competence. The study provides implications for curriculum design, assessment strategies, and teacher education policy.