Analysis of Digital Literacy in Special Education Curriculum (Mathematics, Science, and ICT) Using Text Mining

다국어 초록 (Multilingual Abstract)

Purpose This study aimed to analyze how digital literacy content is reflected in the middle school Special Education Curriculum, a national-level curriculum by subjects (mathematics, science, and information and communications technology) and competence areas proposed by the UNESCO’s digital literacy global framework (2018).
Method A total of 582 clauses (80 clauses for math, 101 for science, and 401 for information and communications technology) were included in the descriptive statistics and natural language processing analysis.
Results The two most commonly observed digital competence areas were devices and software operations and problem-solving. These findings highlight the increased emphasis on cultivating basic digital literacy abilities across STEM subjects, particularly information and communications technology subjects, in the middle school curriculum.
Conclusion It is necessary to explore STEM curriculum implementation strategies to ensure that students with disabilities who need intensive support can develop balanced digital literacy competencies through diverse learning experiences.