Digital Literacy and Automation Anxiety: A Study of Undergraduate Political Science Students in Colombia

Abstract

This study examined the relationship between digital literacy and automation anxiety among undergraduate political science students at Universidad Del Norte, Colombia. Using a mixed-methods approach, data was collected from 32 students enrolled in a research seminar course. The study employed the Technology Acceptance Model as a theoretical framework and utilized hierarchical multiple regression analysis to investigate the influence of digital literacy on automation anxiety while controlling for demographic and academic factors. Results revealed a strong negative correlation between digital literacy and automation anxiety (r = -0.897, p < 0.01). Digital literacy emerged as the strongest predictor of automation anxiety (β = -0.785, p < 0.01), explaining 34.1% of the variance beyond control variables. The findings suggest that enhancing digital literacy in political science curricula may be an effective strategy for preparing students for an increasingly automated professional landscape. This research contributes to the understanding of technology acceptance in political science education and offers insights for curriculum development and student support strategies.