A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development

Filis Cramer Necip; Henriette Lorenzen; Marianne Ellegaard

doi:10.1007/s40670-026-02761-0

A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development

Filis Cramer Necip^*
, Henriette Lorenzen
, Marianne Ellegaard

^*Corresponding author for this work

Department of Pathology

1 Citation (Scopus)

Abstract

Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski & Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.

Original language	English
Journal	Medical Science Educator
DOIs	https://doi.org/10.1007/s40670-026-02761-0
Publication status	E-pub ahead of print - 2026

Keywords

Artificial intelligence
Computational thinking
Data literacy
Health education
Technological literacy

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title = "A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development",

abstract = "Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski \& Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.",

keywords = "Artificial intelligence, Computational thinking, Data literacy, Health education, Technological literacy",

author = "Necip, \{Filis Cramer\} and Henriette Lorenzen and Marianne Ellegaard",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2026.",

year = "2026",

doi = "10.1007/s40670-026-02761-0",

language = "English",

journal = "Medical Science Educator",

issn = "2156-8650",

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T1 - A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development

AU - Necip, Filis Cramer

AU - Lorenzen, Henriette

AU - Ellegaard, Marianne

N1 - Publisher Copyright: © The Author(s) 2026.

PY - 2026

Y1 - 2026

N2 - Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski & Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.

AB - Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski & Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.

KW - Artificial intelligence

KW - Computational thinking

KW - Data literacy

KW - Health education

KW - Technological literacy

UR - https://www.scopus.com/pages/publications/105041079914

U2 - 10.1007/s40670-026-02761-0

DO - 10.1007/s40670-026-02761-0

M3 - Review

AN - SCOPUS:105041079914

SN - 2156-8650

JO - Medical Science Educator

JF - Medical Science Educator

ER -

A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development

Abstract

Keywords

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