Conceptual awareness levels of digital logistics among Turkish university students

Digitalization, fueled by Industry 4.0 and the Internet of Things (IoT), is revolutionizing business models and processes across all sectors. In logistics, digitalization offers significant potential for increased efficiency, reduced costs, optimized supply chains, and enhanced customer satisfaction. This transformation necessitates a workforce equipped with the necessary knowledge and skills to leverage these technologies effectively. Academic institutions play a crucial role in bridging this skills gap by incorporating relevant digital courses into their logistics programs. This study investigates the current level of conceptual awareness of digital logistics among Turkish university students to inform curriculum development and enhance educational practices within the field.

The literature review distinguishes between "digitization" (converting analog to digital) and "digitalization" (transformative use of digital technologies). The term "digital logistics" has a history in military literature, dating back to the 1960s, with the US Department of Defense advocating for its adoption. Recent studies highlight the increasing volume of data in the logistics sector and the need for digital skills in the workforce. The literature review also explores various aspects of digital logistics including the use of AI, big data analytics, autonomous vehicles, blockchain, and the integration of cyber-physical systems and IoT within logistics systems. Existing studies have focused on technology applications or digital literacy more generally, but there is a lack of research specifically investigating the conceptual awareness of digital logistics concepts among university students. This study aims to address this gap.

This quantitative study employed a survey questionnaire distributed to students enrolled in logistics management and international trade and logistics programs at 12 Turkish universities. The sample included 112 students (69 male, 43 female) pursuing either associate's or bachelor's degrees. The questionnaire assessed students' understanding of 24 digital logistics concepts. Exploratory factor analysis (EFA) was used to determine the construct validity of the scale, with KMO and Bartlett's tests performed to evaluate data suitability for factor analysis. The reliability of the scale was assessed using Cronbach's Alpha. Independent samples t-tests and Mann-Whitney U tests were used to compare the scores based on gender, education level (associate vs. bachelor's degree), year of study, and cumulative grade point average (CGPA).

The KMO value (0.905) and Bartlett's test results indicated the data were suitable for factor analysis. A one-dimensional factor structure was identified, explaining 50.77% of the variance. The 24-item scale demonstrated high reliability (Cronbach's Alpha = 0.957). The results show that students demonstrated a relatively high level of awareness across most digital logistics concepts. Concepts such as artificial intelligence, virtual reality, digital supply chains, and transportation management systems scored particularly high. However, female students displayed slightly lower average awareness scores compared to male students, although this difference was not statistically significant. No significant differences were found in awareness levels based on education level (associate vs. bachelor's) or year of study. Students with a CGPA between 2.51 and 3.00 showed slightly higher awareness scores compared to other CGPA groups, but this difference was not statistically significant either.

The findings indicate a generally positive level of awareness regarding digital logistics concepts among Turkish university students. The high reliability and validity of the developed scale strengthen the study's results. While the gender difference was not statistically significant, the slightly lower scores for female students warrant further investigation. The lack of significant differences based on education level or year of study suggests that the current curriculum might provide a reasonably consistent level of exposure to these concepts across different programs and years. However, the moderate awareness levels for some concepts highlight the need for more focused curriculum development to enhance students' understanding of specific digital logistics technologies.

This study provides valuable insights into Turkish university students' conceptual awareness of digital logistics. The findings suggest the need for a more comprehensive integration of digital logistics concepts into the curriculum, potentially through specialized courses, workshops, and projects. Collaboration with IT firms could further enhance students' practical skills and industry exposure. Future research could focus on exploring the specific factors influencing students' awareness levels, investigating the impact of different teaching methodologies, and expanding the study to a broader geographical scope.

The study's sample was limited to students from specific universities in Turkey, limiting the generalizability of the findings. The reliance on self-reported data through a questionnaire might introduce response bias. Further research is needed to explore the practical skills and application of these concepts by students. The cross-sectional nature of the study limits the ability to establish causal relationships.