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This column explores the pervasive influence of information technologies in academic libraries and underscores the critical role of librarians and professional staff in navigating and thriving within this technology-rich environment. As libraries increasingly integrate advanced technologies such as AI, digital asset management systems, and online communication platforms, addressing ableism and ensuring accessibility becomes paramount. The paper highlights key areas where ableism can manifest, including Zoom meetings, information technology, digital asset management systems, community of practice documents, instructional design, collection development, library programming and events, reference and research services, scholarly communications, information literacy, and artificial intelligence. For each area, practical strategies are provided to decrease ableism and promote inclusivity. By fostering an environment that prioritizes accessibility and inclusivity, librarians can better connect users to information resources and ensure that all individuals, regardless of ability, can fully engage with and benefit from library services. This column aims to equip librarians with actionable insights and tools to create more equitable and just academic libraries. [ABSTRACT FROM AUTHOR]

Scientific literacy is the ability that students must have to analyze and apply science concepts in solving everyday life problems. Students' scientific literacy on peatlands can be acquired by students from daily interaction with peatlands, understanding that comes from parents and the community, as well as from learning in the classroom. This study aims to analyze the scientific literacy skills of students from several campuses in Borneo on the topic of peatlands. In this study, scientific literacy is described into scientific knowledge and scientific competencies domain. The research was conducted using a survey method with 528 respondents from several universities in Borneo, Indonesia. Research results show that even half of the respondents live around the peatland area, students' scientific literacy is in the low category. The students' scientific competencies need serious attention. A proper learning resources and comprehensive learning is needed to improve student overall scientific literacy. [ABSTRACT FROM AUTHOR]

Digital service provision became necessary during and after the COVID-19 pandemic highlighting the technological disparity experienced by healthcare professionals and healthcare users. eHealth Literacy skills are mostly measured with the use of the eHeals, but recently more instruments have been developed to meet this need. The aim of the study was to validate and compare the two scales in Greek: the eHeals and the revised eHeals-Extended. In total, 401 participants replied to the eHeals, the revised eHeals-Extended, and the HLS-EU-Q16. The eHeals scales provided good psychometric properties. The validation of the eHeals confirmed the two dimensions with high internal consistency (total score α = .91, eHeals1 α = .88, eHeals2 α = .78). The revised eHeals-Extended exploratory analysis extracted five factors with satisfactory internal consistency (Cronbach’s α = .62–.89): awareness and quality of resources online, understanding online information, smart on the net, accessing and validating online information and perceived efficiency. The use of the revised eHeals-Extended and eHeals validated in Greek, could be valuable tools in clinical and research settings. The eHeals could be used as an additional tool when eHealth Literacy is not the core concept measured and the revised eHeals-Extended can be used when researchers wish to measure eHealth Literacy concept more thoroughly. [ABSTRACT FROM AUTHOR]

Background: Public health professionals (PHPs) have increasing information needs to inform evidence-based public health decisions and practice, which requires good information literacy. A comprehensive and reliable assessment tool is necessary to assess PHPs' literacy and guide future promotion programs. However, there is a lack of measurement tools specifically for the information literacy of PHPs. Objectives: This study aimed to develop an information literacy assessment tool for PHPs and test its psychometric properties among PHPs. Methods: A 34-item Information Literacy Measurement Scale (ILMS-34) for PHPs was developed based on an extensive literature review, the Delphi method, and pilot testing. The ILMS-34 was further validated among 526 PHPs recruited from four cities in Guangdong Province, China, using convenience sampling. The sample was randomly divided into two equal groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. Other psychometric testing included item analysis, Cronbach's α coefficient, three-week test–retest reliability, and known-group validity. Results: EFA yielded four dimensions for the ILMS-34: information consciousness, information knowledge, information ability, and information ethics. Subsequent CFA showed a good model fit of the four-factor structure (χ2/df = 1.485, RMSEA = 0.043, SRMR = 0.038, TLI = 0.977, CFI = 0.979). There were significant differences in each item between the high and low-scoring groups (p < 0.001), indicating good item discrimination. The ILMS-34 demonstrated good internal consistency with a Cronbach's α coefficient of 0.97 for the total scale (four subscales: 0.92, 0.92, 0.98, and 0.91, respectively). It also showed good test–retest reliability after three weeks with an ICC coefficient of 0.67. The DSE-MS scores varied by various sample characteristics, verifying the known-group validity. Conclusion: The ILMS-34 is a multidimensional instrument with good psychometric properties and can be used as an effective tool to measure information literacy among PHPs. Further validation in other samples across various cultures is needed to test its broad application. [ABSTRACT FROM AUTHOR]

We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society. [ABSTRACT FROM AUTHOR]

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The increasing ubiquity of digital technologies in the twenty-first century has led to calls for education reform focused on digital literacy, but what exactly does this term mean? The concept of digital literacy has evolved much since its evolution from media and new literacies scholarship, resulting in a myriad of definitions. Previous attempts to synthesize these definitions have been productive but limited in scope, population, and focus. In this article, we conducted a broad, systematic review resulting in a corpus of 285 articles published from 2018 to 2023, which we cataloged, coded, thematized, and critiqued. We used these findings to derive a synthesized definition of digital literacy that can inform future education policy and instruction, noting a need for further research on how to better account for the contextual nature of digital literacy skills and applications, differences across individuals' development, and the growing influence of artificial intelligence. [ABSTRACT FROM AUTHOR]

Librarians interviewed 15 graduate business students to understand their information-seeking behavior. Google emerged as the primary research tool, though students encountered paywalls and credibility concerns. Their research skills were shaped by prior work experience, and the depth of research expertise varied according to their bachelor's degrees. Students were more likely to seek assistance from classmates and professors than librarians. Faculty guidance and database usage varied significantly, impacting students' use of library databases. Student's ability to interpret financial and economic data was a significant issue. This study underscores the need for increased library instruction and promotion of specialized business databases. [ABSTRACT FROM AUTHOR]

Online learning has the potential to enhance open and equitable access to medical education resources globally. Conversely, there are also concerns that it can perpetuate and exacerbate digital inequalities between developed (global North) and developing (global South) countries. In this article, we describe the historical lack of representation of the global South in the design of online medical education, as well as the resulting consequences and potential solutions. We compare the Northern and Southern views of online learning in medical education and identify the different types of barriers to its adoption. We describe how socioeconomic disparities and the historical dominance of the global North over the global South have led to systemic digital inequalities in the design and implementation of online learning in education generally, and in medical education particularly. The lack of representation of global South voices hinders the development of digital learning solutions relevant to local contexts, therefore limiting their effectiveness and sustainability. Thus, we propose approaches to build more equitable partnerships by soliciting local input and local expertise. Further, we discuss the need to maintain local relevance while setting global standards. Overall, we hope to inform and guide the development of more equitable and accessible online education training for a diverse global population. Han and Kumwenda offer a discussion of how and why online learning differs between the global North and South and how we can work towards equitable access. [ABSTRACT FROM AUTHOR]

As higher education continues to focus its attention on first-generation college students, academic libraries are increasingly interested in designing outreach and instruction programs to support these students, especially during their first year of college. This study informs these efforts by implementing a standardized test to assess the information literacy skills of first-year, first-generation college students. Study results reveal that first-year, first-generation college students demonstrate substantial information literacy skills. However, gaps remain in comparison with first-year, continuing-generation students, particularly in understanding the research process and scholarly communication. [ABSTRACT FROM AUTHOR]

Clinical relevance: Worldwide, millions suffer from cataracts, which impair vision and quality of life. Cataract education improves outcomes, satisfaction, and treatment adherence. Lack of health literacy, language and cultural barriers, personal preferences, and limited resources may all impede effective communication. Background: AI can improve patient education by providing personalised, interactive, and accessible information tailored to patient understanding, interest, and motivation. AI chatbots can have human-like conversations and give advice on numerous topics. Methods: This study investigated the efficacy of chatbots in cataract patient education relative to traditional resources like the AAO website, focusing on information accuracy,understandability, actionability, and readability. A descriptive comparative design was used to analyse quantitative data from frequently asked questions about cataracts answered by ChatGPT, Bard, Bing AI, and the AAO website. SOLO taxonomy, PEMAT, and the Flesch-Kincaid ease score were used to collect and analyse the data. Results: Chatbots scored higher than AAO website on cataract-related questions in terms of accuracy (mean SOLO score ChatGPT: 3.1 ± 0.31, Bard: 2.9 ± 0.72, Bing AI: 2.65 ± 0.49, AAO website: 2.4 ± 0.6, (p < 0.001)). For understandability (mean PEMAT-U score AAO website: 0,89 ± 0,04, ChatGPT 0,84 ± 0,02, Bard: 0,84 ± 0,02, Bing AI: 0,81 ± 0,02, (p < 0.001)), and actionability (mean PEMAT-A score ChatGPT: 0.86 ± 0.03, Bard: 0.85 ± 0.06, Bing AI: 0.81 ± 0.05, AAO website: 0.81 ± 0.06, (p < 0.001)) AAO website scored better than chatbots. Flesch-Kincaid readability ease analysis showed that Bard (55,5 ± 8,48) had the highest mean score, followed by AAO website (51,96 ± 12,46), Bing AI (41,77 ± 9,53), and ChatGPT (34,38 ± 9,75, (p < 0.001)). Conclusion: Chatbots have the potential to provide more detailed and accurate data than the AAO website. On the other hand, the AAO website has the advantage of providing information that is more understandable and practical. When patient preferences are not taken into account, generalised or biased information can decrease reliability. [ABSTRACT FROM AUTHOR]

The theme day of the DGI specialist groups in 2024 took place on November 8, 2024 in Frankfurt am Main, with a focus on information literacy and artificial intelligence. The Information Literacy and Society (IuG) specialist group emphasized the critical reflection of AI use and called for clear labeling requirements for AI-generated content. The discussions highlighted complex challenges, particularly in terms of strengthening information literacy and expanding information literacy frameworks to include AI use cases. [Extracted from the article]

The rapid growth of technology accompanied new requirements in all aspects of life. The constant flow of information and the irresistible rise of technology gave rise to 21st-century skills, digital literacy, and lifelong learning concepts which are all in the spotlight of several organizations, policymakers, and researchers. Due to the increasing accessibility of technology, people, each day, feel the need to adapt to this new pace of life. Thus, teachers not only should be aware of their students' needs but also be equipped with the qualifications the current age entails. With this in mind, in this paper, the researchers studied the mediating role of digital literacy between teachers' lifelong learning tendency and their 21stcentury skills. The sample consists of 273 randomly selected teachers. The researchers used three different multifactor data collection tools. In addition to the acceptable validity and reliability results, the findings indicate varying degrees of positive correlations among the factors of the data collection tools. The outputs also indicate that participants' lifelong learning tendencies were at a low, but digital literacy and 21st-century skills were at a medium level. Moreover, while lifelong learning tendency directly affects 21st-century skills, ethics and responsibility act as a mediator between lifelong learning tendency and 21st-century skills. [ABSTRACT FROM AUTHOR]

Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the 'questionnaire of self-perceived information competences', analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of Χ²/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students. [ABSTRACT FROM AUTHOR]

Countering disinformation and strengthening the integrity of information require concerted efforts to increase the resilience of society in terms of threats in the information space, confronting them and recovering from them. In relation to young people, a set of measures isrequired not only to combat disinformation and strengthen the integrity ofinformation, but also to form competencies in the information ecosystem. The article shows that the resilience of society to information threats should become part of building a comprehensive or total protection system in which a young person can choose their role as checks and balances in the overall information ecosystem. The work considers the main risks and factors of influence of unreliable information resources on the younger generation. The article points to the urgent need to introduce accountable, transparent and flexible processes and structures of information resource management in public authorities. It is necessary to develop effective measures to respond to the threats posed by false information with their coordination in a specialised institute of public administration. As part of the preparation of the youth public policy, we need to develop and implement strategic approaches to ensuring the institutional architecture of information management for the younger generation.

Abstract Background Public health professionals (PHPs) have increasing information needs to inform evidence-based public health decisions and practice, which requires good information literacy. A comprehensive and reliable assessment tool is necessary to assess PHPs' literacy and guide future promotion programs. However, there is a lack of measurement tools specifically for the information literacy of PHPs. Objectives This study aimed to develop an information literacy assessment tool for PHPs and test its psychometric properties among PHPs. Methods A 34-item Information Literacy Measurement Scale (ILMS-34) for PHPs was developed based on an extensive literature review, the Delphi method, and pilot testing. The ILMS-34 was further validated among 526 PHPs recruited from four cities in Guangdong Province, China, using convenience sampling. The sample was randomly divided into two equal groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. Other psychometric testing included item analysis, Cronbach's α coefficient, three-week test–retest reliability, and known-group validity. Results EFA yielded four dimensions for the ILMS-34: information consciousness, information knowledge, information ability, and information ethics. Subsequent CFA showed a good model fit of the four-factor structure (χ2/df = 1.485, RMSEA = 0.043, SRMR = 0.038, TLI = 0.977, CFI = 0.979). There were significant differences in each item between the high and low-scoring groups (p

We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society.

This article explores the integration of a generative AI chatbot into undergraduate education to enhance information literacy. By leveraging the ACRL Framework for Information Literacy, specifically the 'Scholarship as Conversation', 'Research as Inquiry', and 'Searching as Strategic Exploration' frames, the authors argue that AI tools can improve students' research skills while emphasizing the importance of critical reading and resource verification. Using scaffolding with AI supports students transitioning from their current skill levels to achieving specific learning objectives. The paper reviews the impact of generative AI on higher education and proposes two adaptable assignments for classroom use. The article concludes that effective use of AI in educational settings can enhance learning outcomes and prepare students for the complexities of modern research practices while promoting ethical information usage.

Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery. This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational. • Schools contribute to the data generation which form children's digital footprints. • Pedagogical design can enact children's rights to understand their datafied lives. • As Co-researchers, children identify who shares and what data is shared about them. • Explicit teaching can address the invisible implications of children's datafication. • Children's agentic participation is a vital 21st century information literacy skill. [ABSTRACT FROM AUTHOR]

A correction to the article "College Students' Preference and Information Comprehension of Different Forms of Diabetes Education Materials Under Different Reading Scenarios," published online is presented.

Background: It is unclear which educational interventions effectively improve healthcare professionals' information literacy., Objectives: We aimed to evaluate the effectiveness of educational interventions for improving the formulation of answerable clinical questions and the search skills of healthcare professionals., Methods: We followed the Cochrane methodology and reported according to the PRISMA statement. The following databases from inception to November 2022: MEDLINE, Cochrane CENTRAL, EMBASE, Web of Science, CINAHL, and Google Scholar search engine, were searched. Randomised controlled trials and crossover trials on any educational interventions were included. Studies on search tools that are obsolete were excluded., Results: Ten studies that mainly compared the effectiveness of lectures and bedside education to lectures or no intervention for searching of PubMed and/or MEDLINE, were included. There was evidence for improved attitude towards the intervention favouring lecture with self-directed learning over lecture, bedside education, and computer-assisted self-directed learning (RR: 1.14; 95% CI 1.06-1.23; N = 2 studies; 1064 participants; I 2  = 0%; moderate certainty evidence). There were limited findings on the knowledge, skills, satisfaction, and behaviour outcomes., Conclusion: Future research should include a wider set of outcomes, be reported better and explore the use of digital technology for delivery of educational interventions. Further research should entail well-designed trials with relevant outcomes evaluating novel digital-based educational interventions., (© 2025 The Authors Health Information and Libraries Journal published by John Wiley & Sons Ltd on behalf of Health Libraries Group.)

Innovation in healthcare is crucial for enhancing patient care and operational efficiency. Nurses often experience stress that may impede the process of innovation. This study utilizes the Job Demands-Resources model and Cognitive Appraisal Theory to investigate the impact of challenge stress, work rumination, and information literacy on the expression of innovative behaviors among nurses. A cross-sectional survey was conducted in China in June 2024, involving a sample of 533 nurses. Participants were required to complete online questionnaires designed to evaluate challenge stress, work rumination, information literacy, and innovative behavior. The data collected were analyzed using the PROCESS macro in SPSS. Challenge stress exhibited a statistically significant positive correlation with innovative behavior (r = 0.142, p < .01) and work rumination (r = 0.348, p < .01). The relationship between challenge stress and innovative behaviors was partially mediated by work rumination. Affective rumination was found to exert a negative influence, while problem-solving pondering demonstrated a positive impact. The relationship between work rumination and innovative behaviors was moderated by information literacy (β = 0.069, p = .019), indicating that the effects were more pronounced at higher levels of information literacy among nurses. Challenge stress enhances innovative behaviors through work rumination. The presence of information literacy further amplifies these positive effects, particularly via problem-solving pondering. However, it is important to note that affective rumination impede this process., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Background: Medication-related adverse events are common in pregnant women, and most are due to misunderstanding medication information. The identification of appropriate medication information sources requires adequate medical information literacy (MIL). It is important for pregnant women to comprehensively evaluate the risk of medication treatment, self-monitor their medication response, and actively participate in decision-making to reduce medication-related adverse events., Objective: This study aims to examine the effectiveness of a medication education course on a web-based platform in improving pregnant women's MIL and decision self-efficacy., Methods: A randomized controlled trial was conducted. Pregnant women were recruited from January to June 2021 in the Department of Obstetrics and Gynecology of a large hospital in a major city in central China. A total of 108 participants were randomly divided into a control group (CG), which received routine prenatal care from nurses and physicians, and an intervention group (IG), which received an additional 3-week web-based medication education course based on the theory of planned behavior as part of routine prenatal care. Participants completed a Medication Information Literacy Scale and a decision self-efficacy questionnaire at baseline, upon completion of the intervention, and at a 4-week follow-up. Generalized estimation equations (GEE) were used to analyze the main effect (time and grouping) and interaction effect (grouping×time) of the 2 outcomes. The CONSORT-EHEALTH (V 1.6.1) checklist was used to guide the reporting of this randomized controlled trial., Results: A total of 91 pregnant women (48 in the IG and 43 in the CG) completed the questionnaires at the 3 time points. The results of GEE indicated that there was no statistically significant difference in time×group interactions of MIL between the 2 groups (F 2 =3.12; P=.21). The results of the main effect analysis showed that there were statistically significant differences in MIL between the 2 groups at T1 and T2 (F 1 =17.79; P<.001). Moreover, the results of GEE indicated that there was a significant difference in decision self-efficacy regarding the time factor, grouping factor, and time×group interactions (F 2 =21.98; P<.001). The results of the simple effect analysis indicated a statistically significant difference in decision self-efficacy between the 2 groups at T1 (F 1 =36.29; P<.001) and T2 (F 1 =36.27; P<.001) compared to T0. Results showed that MIL and decision self-efficacy in the IG were found to be significantly higher than those in the CG (d=0.81; P<.001 and d=1.26; P<.001, respectively), and they remained significantly improved at the 4-week follow-up (d=0.59; P<.001 and d=1.27; P<.001, respectively)., Conclusions: Web-based medication education courses based on the theory of planned behavior can effectively improve pregnant women's MIL and decision self-efficacy, and they can be used as supplementary education during routine prenatal care., Trial Registration: Chinese Clinical Trial Registry ChiCTR2100041817; https://www.chictr.org.cn/showproj.html?proj=66685., (©Suya Li, Hui-Jun Chen, Jie Zhou, Yi-Bei Zhouchen, Rong Wang, Jinyi Guo, Sharon R Redding, Yan-Qiong Ouyang. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 22.01.2025.)

Background: The COVID-19 pandemic has accelerated the digitalization of modern society, extending digital transformation to daily life and psychological evaluation and treatment. However, the development of competencies and literacy in handling digital technology has not kept pace, resulting in a significant disparity among individuals. Existing measurements of digital literacy were developed before widespread information and communications technology device adoption, mainly focusing on one's perceptions of their proficiency and the utility of device operation. In the contemporary landscape, digital transformation is evolving within specialized domains, necessitating a comprehensive evaluation of digital competencies, attitudes, and proficiency in technology application to bridge the digital divide and ensure digital compliance., Objective: This study was designed to address the shortcomings of existing scales and formulate a digital sensitivity scale tailored to the requirements of today's society., Methods: Initial items of the Yongin Severance Digital Sensitivity Scale (YI-DSS) were collected through a literature review, and expert opinions were gathered to ensure content validity. An exploratory and confirmatory factor analysis included 986 adult participants evaluating 14 digital literacy items and 6 digital efficacy items. The Cronbach α confirmed internal consistency reliability, and 2-tailed t tests, ANOVAs, and post hoc tests analyzed demographic differences in digital literacy and efficacy., Results: A robust 4-factor digital literacy solution was identified: digital application, digital communication, critical thinking, and digital ethics (Kaiser-Meyer-Olkin=0.891; Bartlett × 2=9829.713; P<.001; Cronbach α=0.782-0.947). A 2-factor solution defined digital efficacy: digital confidence and digital anxiety (Kaiser-Meyer-Olkin=0.735; Bartlett × 2=3282.217; P<.001; Cronbach α=0.787-0.912). Confirmatory factor analysis was conducted for each model (digital literacy model: χ 2 71 =676.0, comparative fit index=0.938, Tucker-Lewis index=0.921, standardized root mean square residual=0.73, and root mean square error of approximation=0.093; digital efficacy model: χ 2 8 =81.9, comparative fit index=0.977, Tucker-Lewis index=0.958, standardized root mean square residual=0.73, and root mean square error of approximation=0.097), which indicated a good fit. The YI-DSS also showed high correlation with the previously developed Digital Literacy Scale (r=0.809; P<.001)., Conclusions: The YI-DSS, as a self-assessment tool, has the potential to bridge the generational information gap by promoting acceptance, motivation, and adaptation to digital technology. Furthermore, given the remote nature of digital therapeutics, an individual's familiarity with required technologies and digital communication strongly influences their acceptance of digital treatments and the efficacy thereof. This scale can play a pivotal role in enhancing compliance with digital therapeutics by preemptively assessing individuals' technological literacy and competency., (©Hae In Park, Minjeong Jeon, Ji Seon Ahn, Kyungmi Chung, Jin Young Park. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 10.01.2025.)