This quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector.

中文翻译：

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通过数字技能赋权：商业服务领域校友的案例

这项准实验考察了人文社会科学毕业生在工作场所心理赋权的自我评估，这些毕业生完成了四门数字素养课程中的一门，并在毕业 6 个月后在商业服务部门就业。信息素养、数据素养、视觉素养以及沟通与协作这四门课程是利用信息素养和数字技能框架设计的，旨在支持学生的就业能力。心理赋权通过四个维度来衡量：意义、能力、自决和影响。使用贝叶斯方差分析的概率方法进行统计推断。这四门课程对赋权的影响各不相同，信息素养课程对应于最高的赋权分数。培训还与赋权的四个维度有不同的相关性，其中在意义方面得分最高。有证据表明，数字素养教学有助于增强商业服务部门人文和社会科学毕业生的心理赋权。