This study, designed to determine the effect of the unit prepared in accordance with the ASSURE model on the critical thinking, technology literacy levels, academic achievement and participants’ opinions about the unit, employs a single group pretest-posttest design among quasi-experimental designs. The study group of the research consists of 26 undergraduate students (all female, age range between 20-42) who continue their education at a private university in Istanbul. Quantitative and qualitative data collection techniques were used together in collecting data. "Critical Thinking Tendency Scale" and "Technology Literacy Scale" were applied to students before and after teaching to collect quantitative data. For the qualitative part, focus group interview and teacher journal was used. Descriptive statistics and Wilcoxon Signed Ranks Test was applied to analyze quantitative data. The findings of the research indicated that the unit prepared in accordance with the ASSURE model has a statistically significant positive effect on technology literacy of stıdents whereas the unit does not have a positive effect on the critical thinking levels. In line with these results, it is recommended that teachers can design lessons suitable for the ASSURE model to increase the technology literacy of the students.

Keywords: ASSURE model, critical thinking, technology literacy, 21st century skills