CRITICAL THINKING DIGITAL SKILLS AMONG GENERATIONS X, Y, Z

Integrating Generational Cohort Theory and Resources and Appropriation Theory the study examines the effects of personal and positional inequalities on critical thinking digital skills (CTDS) among generations X, Y, and Z. The study is based on an online survey of 1495 Israeli Jews aged 18-57. The findings show that CTDS among Gen X were significantly lower, by a large margin, than those of the younger generations, while Gen Z reported the highest level of these skills. Multivariate analysis indicated different effect patterns of personal and positional categorical variables on CTDS. We found that the contribution of personal demographic inequalities (gender, age, ethnicity, religiosity) to the explained variance in CTDS was most pronounced in Gen Y, compared to Gen X and Gen Z. The contribution of Big Five personality traits and positional social inequalities (education, occupational status, language proficiency) to explaining CTDS was similar between Gen X and Gen Y, but among Gen Z these contributions were much less pronounced. Understanding the intergenerational differences in CTDS is crucial for tailoring educational approaches, promoting inclusivity, and harnessing the diverse strengths of each generation to navigate an ever-evolving digital landscape successfully.