Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

数字媒体素养已成为塑造高中生知识获取和批判性思维的内在组成部分。在过去的二十年里，互联网和计算机已成为实现这些目标和促进学生学习的实施工具。本文通过检测突尼斯中学生的技术技能和批判性理解来寻找信息和通信技术 (ICT) 对突尼斯中学生的影响。这项定量研究依赖于自我报告的方法，针对 150 名突尼斯中学生。它证明了在帮助梳理与中学生相关的主要数字障碍时对技术和社会变量的必要考虑，并展示了数字媒体素养不同维度之间的相互联系。它还表明，突尼斯高中生不能被称为具有数字媒体素养的人。该研究为数字媒体素养领域做出了贡献，因为它提供了坚实的经验背景，以建立并表明将数字媒体素养整合到基于学校的举措中的必要性。