In recent decades, the research community has focused on younger generations' technology readiness, known as The Digital Natives Debate. At the higher education level, this debate led to studies on the quality of digital technology use among undergraduate students. However, empirical investigations on how digital literacy programs can support students' academic practices are still lacking. This paper presents the results of a project-based learning approach in higher education to enhance digital literacy skills in teaching. The findings demonstrate large effect sizes in favor of operational, information-navigation, social, creative, and critical skills, providing evidence that project-based learning can significantly improve digital literacy skills and support academic learning in higher education. [For the full proceedings, see ED636095.]