Purpose This paper aims to explore the factors that enhance the digital literacy of EU citizens, identify the driving pathways influencing digital literacy and analyze how these pathways evolve over time. Design/methodology/approach This paper opts for qualitative comparative analysis (QCA) on panel data and multi-temporal QCA methods. It examined 25 European Union member states and utilized data from 2015 to 2023 obtained from reputable international organizations, including the EU, OECD, ITU, the World Bank and UNESCO. Findings This paper identifies indicators influencing digital literacy and formulates a theoretical model encompassing four dimensions: value, application, subject and support. The results reveal four pathways of citizens' digital literacy, refined into three main pathways: “Subject Type”, “Support Type” and “Application-Support Type”. A thorough examination of these pathways indicates that the application factor is pivotal in fostering digital literacy, while the influence of the support dimension is gradually replaced by the subject dimension. This finding underscores that complex interplays of factors are essential to achieving advanced levels of digital literacy. Originality/value This paper addresses a gap in existing research, which predominantly focuses on specific groups like teachers and students, by adopting a broader international perspective. It offers insights to foster digital literacy initiatives by exploring the impact of various factors on digital literacy and comparing paths and strengths across different countries.
Wang et al. (Mon,) studied this question.