The relationship between digital literacy and mental health resilience among college students—based on the mediating role of digital learning

Background: In the context of educational digital transformation, digital literacy is increasingly recognized as a key psychological resource beyond technical skills. However, the specific mechanisms and group differences through which it influences college students' psychological resilience remain underexplored. This study examines how digital literacy affects resilience through the mediating roles of digital learning engagement and digital learning ability. Methods: A survey of 1,256 students at Ningbo University was conducted using convenience sampling. Data were collected via a novel, self-developed Digital Literacy Scale, alongside established instruments for digital learning engagement, digital learning ability, and psychological resilience. Multiple regression and Bootstrap-mediated effect tests, performed in Stata 16, were utilized to rigorously analyze the hypothesized pathways. Results: < 0.01). (2) Digital learning engagement and digital learning ability collectively demonstrated a significant partial dual-mediating role between digital literacy and psychological resilience. (3) Heterogeneity analyses revealed a differential pattern across subgroups, with stronger positive effects observed among female students and those from rural backgrounds, while an inverse association emerged among students with lower baseline psychological resilience. Conclusion: This study confirms that digital literacy directly and indirectly has a positive effect on college students' psychological resilience, through the mediation of digital learning engagement and digital learning ability. These findings support a validated dual-path model, underscoring the practical value of integrating targeted digital literacy training into educational programs aimed at building student resilience.