Akademik Veri Yönetim Sistemi
New Review of Information Networking, 2025 (Scopus)
The concept of a generational shift characterized by inherent technological proficiency, encapsulated in the term digital natives, has generated ongoing debate within the field of education. Although this notion posits that contemporary youth possess innate digital skills, empirical evidence remains inconclusive. This study examined the digital behaviors and competencies of lower secondary school students (aged 11–14) in Turkey to evaluate whether they can be uniformly categorized as digital natives. Using a sequential explanatory mixed-methods case study design, data were collected from 91 seventh-grade students using convenience sampling. Quantitative data were obtained using the Digital Native Assessment Scale and Technology Use and Perception Questionnaire, followed by qualitative responses to open-ended questions aimed at explaining the patterns in the initial findings. The results indicated that participants predominantly used smartphones, laptops/desktops, and the Internet for entertainment, social interaction, and information retrieval purposes. However, significant variations in digital skills and attitudes were observed, challenging the notion of a homogeneous digital-native generation. While many students demonstrated characteristics such as multitasking and a preference for visual information, others exhibited limited engagement or discomfort with educational technologies. These results highlight the necessity of context-sensitive and differentiated approaches to technology integration in schools. The recommendations include teacher training, adaptive digital resources, and a balanced use of traditional and digital instruction. This study contributes to global discussions on digital nativeness by emphasizing individual and regional variability and advocating further research in underrepresented educational contexts.