Search

This scoping review investigates instructional strategies implemented in recent studies to enhance the digital application usage experience for the elderly, addressing emerging issues in the context of a rapidly aging global population. With the World Health Organization predicting a significant increase in the proportion of individuals aged 60 years and above by 2030, the imperative for digital literacy among the elderly becomes crucial. The review, drawing from 14 eligible articles sourced from Web of Science and Scopus, categorizes findings into two main themes: i) intergenerational strategies of instruction and ii) contemporary issues associated with intergenerational approaches. By exploring these dimensions, the paper provides valuable insights for researchers seeking to understand and tackle current challenges in instructing the elderly on digital applications, contributing to the ongoing discourse on improving the quality of life for the aging population through digital technology.

The research is focused on a comprehensive analysis of digitalization as a prerequisite for higher education modernization. The authors of this article consider the digital divide as a component of information inequality, which has a technological nature and presupposes unequal opportunities for access, use, and production of information and knowledge or new technologies for their effective use in practice. The authors determined the digital divide is intensifying under pandemic and quarantine restrictions when the preference is given to blended learning technologies, collaborative learning, integrated learning, flipped classroom technology, storytelling, inquiry based learning (IBL), and project based learning (PBL). The research result is a unified information and communication ecosystem developed, which unites the scientific, technological, and educational potential of the network educational digital environment. The ecosystem also provides for the transformation from a lineal to a cluster model of competence cultivation, the formation of digital skills, growth in the volume of information, and creation of digital products.

This research investigates how a mobile-based archive application and digital literacy impact pre-service administrators' understanding of the smart village concept in rural governance. It uses a quantitative approach with a questionnaire given to 100 pre-service administrators to evaluate their attitudes towards these factors. Validity and reliability tests were conducted as part of the data analysis, and the data were assessed for normality assumption. The data were then analyzed using a multiple linear regression model. The coefficient of determination, which is 99.3%, suggests that nearly all variables related to the smart village concept can be explained through the archive application and digital literacy variables. Furthermore, the mobile-based archive application and digital literacy have a positive and significant impact on understanding the smart village concept, both simultaneously (0.000<0.05) and partially (0.000<0.05). We found a negative t value (-5.739) for the understanding of the smart village concept, which can be improved through the mobile-based archive application (9.299) and digital literacy (6.538) variables. The implications from these findings indicate that pre-service administrators in rural governance recognize the need for improvement in their understanding of the smart village concept.

The objective of this study is to ascertain the impact of interactive videos on web-based courses on students' technology proficiency and digital literacy levels, as well as their perceptions of this approach. To achieve this objective, the study was conducted using quasi-experimental designs, which are a type of quantitative research approach. The research group was selected using the convenience sampling method. The quantitative data gathered with the aid of data collection instruments were analyzed using dependent and independent samples t-tests. Qualitative data were analyzed using content analysis. The study's findings revealed a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Furthermore, the findings indicated a significant difference between the technology proficiency and digital literacy scores of the groups, with the experimental group exhibiting superior performance. The results demonstrated that the use of interactive videos in web-based lessons can enhance students' technology proficiency and digital literacy levels. Therefore, the findings and results of the study will make a significant contribution to the field.

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

The researchers examined the relationship between informal digital gameplay and learner profiles in two Japanese private universities. Seventy-eight participants responded to 59 items on a digital questionnaire that consisted of four sections: 1) Learner Profiles, 2) Digital Game Usage, 3) Open-Responses, and 4) Demographics. The results of the study demonstrated that students positively identified with the learner profiles featured on the questionnaire (M = 3.80). The highest mean values were associated with the profiles of Digital Citizen (M = 4.30) and Knowledge Constructor (M = 4.15). It was discovered that participants engaged in digital gameplay most often with smartphones (M = 3.64) and game consoles (M = 2.79). Simulation (M = 2.81) and real-time strategy (M = 2.66) games were the most frequently played. The results of a Pearson Product Moment Correlation showed that there was no significant relationship between informal digital gameplay and learner profiles. Furthermore, self-identified gamers and non-gamers did not significantly differ on the Learner Profile Total Scale or subscales.

This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86-1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post COVID-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students' Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape.

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.

Starting from early childhood, children require proper guidance for their spiritual, physical, and mental development, as well as for fostering awareness of digital environments and achieving academic success. Classroom teachers play an important role in helping students become aware of digital environments and acquire effective digital literacy skills. The data of this study, which was conducted to examine the perceptions of classroom teachers about their own digital literacy, were collected using a semi-structured interview form consisting of 4 open-ended questions. The study group for the research was determined using the criterion sampling method, which is one of the purposeful sampling methods. It consists of 40 primary school teachers who worked in a primary school during the 2023 to 2024 academic year and have taught 1st, 2nd, 3rd, and 4th grades during their tenure. The "semi-structured interview form" developed by the researcher was utilized as the data collection tool. The content analysis method was employed to analyze the qualitative data obtained. According to the findings of the research, classroom teachers express the definition of digital literacy as the ability to utilize digital tools for various purposes, access information using digital tools, and produce digital content. Additionally, it is noted that the purposes of utilizing digital tools in the classroom environment include capturing students' attention, engaging different senses, and maximizing time effectively. Regarding the problems encountered in the use of digital tools in the classroom environment and their solutions, teachers stated that they update the application when they experience software problems, restart the computer when it freezes, and request technical support when the internet connection is interrupted. To support digital literacy in the education system, it was emphasized that teachers' development should be supported, technological infrastructure and hardware in education should be strengthened, and applied digital learning environments should be created.

Given the changing nature of the meaning of literacy, this study seeks to adopt a pluralistic view of literacies and provide a holistic picture of how coursebooks help learners improve their technological-related literacies to participate fully in the present and future world of multiple and multimodal literacies. Accordingly, the elements of digital literacies in sixteen widely used ELT coursebooks were explored through content analysis. The findings revealed the implementation of the four foci of literacies (communication, collaboration, information, and re-design) in the digital literacies framework throughout the coursebooks. All coursebook series primarily emphasized the aspects of communication and collaboration, allocating comparatively less attention to the elements of information and re-design. The findings have call for practitioners in the field to rethink the curriculum, take the digital literacy components into account, and augment the digital aspects that are less discussed in coursebooks.

Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to complement and enhance their teaching. Within an interpretative paradigm, the study used an exploratory case study design to investigate how 13 educators enrolled as students in a structured master's programme at an open distance learning university in South Africa use GAI tools in their teaching. Their posts on a discussion forum were used to collect data. Findings reveal that they actively employ GAI to streamline their teaching practices, specifically to personalized tutors, simplifying English texts and translations, assessments, lesson planning, and critical thinking tasks. The study also highlights the need to understand the limitations and boundaries of GAI, including concerns about accuracy, biases and reliability. Importantly, the absence of institutional guidelines on GAI raises questions about the necessity for clear guidelines and policies to ensure responsible and ethical integration in educational contexts. The paper concludes by emphasizing the transformative potential of GAI and the fact that it will increasingly act as a partner in teaching and influence modern teaching practices. Ultimately, GAI's foothold in education is undeniable, challenging educators and policymakers to navigate its implications while maximizing its potential to support effective teaching.

Strategic Intervention Material (SIM) is an instructional learner material developed to enhance the academic performance of low-performing students. This study aimed to develop e-SIM and investigate its effect on the student's academic performance and learning motivation in Newton's Laws of Motion. The participants were 40 students from Grade 12 ABM and HUMSS strands drawn from a private school in Valenzuela City, Philippines. A quasi-experimental design was utilized in this study using a one-group pre-test and post-test design since the study aims to measure the cause-and-effect of using e-SIM in learning physics. The quantitative data of this research was obtained through a motivational scale, concept test (pre-test and post-test), and e-SIM. The data was analyzed by average mean, p-value, and Wilcoxon Signed Ranks Test. According to the analysis result, there is a significant difference between the academic performance and learning motivation of the students using e-SIM. The use of e-SIM in enhancing academic performance and learning motivation in Newton's second law of motion is recommended.

Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of COVID-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence.

The proliferation of digital information technologies has underscored the heightened necessity for online information search. This study is directed towards the analysis of the strategies adopted by prospective teachers in the selection of digital content employed for accessing information, their preferences concerning the use of digital and online tools, and the rationale that underpins these preferences. To achieve this aim, the case study method was used. Employing the purposive sampling method, the study involved a participant pool of 72 teacher candidates in the 3rd and 4th grades within the faculties of education. To collect data, a personal information form, an online interview form, a focus group interview form, and a word association test were employed. The data were analyzed using the content and descriptive analysis methods. At the end of the study, the prospective teachers expressed a common tendency that when it comes to scientific research, they often prefer to search for articles whereas for more general inquiries, they have a propensity for utilizing internet searches. Most of the prospective teachers follow a step-by-step research process when accessing information. In addition, they employ both goal-oriented and general-content resources while in pursuit of scientific information. They pay attention to data reliability, accurate information, speed, and access to the Internet in the process of obtaining information. They consider the tools they use adequate and reliable. Teacher candidates establish complex conceptual networks among the array of tools they employ to access information. A comprehensive discussion concerning the outcomes of the research is also presented.

Research objectives were to 1) investigate the current state and best practice of the instruction relying on flipped learning; 2) develop the instructional model based on flipped using technology-based learning to enhance the digital literacy for undergraduate students of Rajabhat University and 3) examine the effects of the model. The sample for fulfilling the 1st objective contained 119 instructors teaching educational technology or related fields within the faculty, 397 students, and 10 experts. Data were collected through 60 first-year students and three types of research tools: the developed model, a test of digital literacy, and a satisfaction questionnaire. Descriptive statistics, that is, arithmetic mean, standard deviation, and t-test were employed in data analysis. The research findings were as follows: 1) The current state of the instruction resulted from the instructors was found to be at an overall lower level (M = 2.43, SD = 0.63) as well as of the students (M = 2.46, SD = 0.65). The participants reflected that the best practice of the instruction included the flipped learning model and learning processes using technologies. 2) The developed model consisted of principle; objectives; learning processes; media, technologies and learning sources; and evaluation. Flipped learning included online and on-site approaches. Learning processes included 6 stages: making knowing learning process; studying from technologies and online learning sources; reflecting and questioning memos; exchanging knowledge; producing tasks; and evaluating. 3) The results of using the developed model showed that 3.1) digital literacy of the students after learning was found to be significantly higher than that of before the study at 0.05; 2) digital literacy of the students in the experiment group was found to be significantly higher than that of the control group at 0.05; and 3) students' satisfaction was found to be positively highest level (M = 4.81, SD = 0.22).

This research article aims to (1) study the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand (2) study the effectiveness of academic work in the new normal era of administrators under the Sukhothai Educational Service Area Office, Area 2, Thailand. Sukhothai Primary Educational Service Area Office 2, Thailand and (3) study the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Sukhothai Primary Educational Service Area Office 2, Thailand. This is quantitative research. The sample group is educational institution administrators. and academic teachers of affiliated educational institutions Sukhothai Primary Educational Service Area Office 2, 230 people. The research tool is a questionnaire on digital leadership of school administrators and academic effectiveness in the new normal era. It is a 5-level rating scale questionnaire. Data is analysed using basic statistics to find the average. and standard deviation and the relationship was analysed using the Pearson correlation coefficient. The results of the research found that (1) the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand is overall at a high level; (2) academic work effectiveness in the new normal era of administrators under the district office Sukhothai Primary Educational Service Area Office 2, Thailand, overall is at the highest level, and (3) the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Office of Sukhothai Primary Educational Service Area 2, Thailand, was found. that there is a statistically significant relationship at the 0.01 level

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

This qualitative study aimed to examine the perceptions of students participating in hybrid overseas courses through Zoom application and in-house face to face abroad regarding the development of language skills, digital literacies, cultural adaptation, confidence, and motivation. 96 students engaging in such courses were selected from a pool of 300 individuals using multiple-stage random sampling, with the effect and size of this selection process calculated using G*Power. The researcher utilized semi-structured interview questions, segmented into five distinct components, to delve into participants' perceptions. These interview items were theoretically crafted by the researcher to align with the context of Thai students. Before conducting the interviews, three experts in language education and educational technology evaluated the interview items using the Index of Item Objective Congruence (IOC). Subsequently, the researcher transcribed the interview recordings, facilitating the conversion of raw data into coherent, aggregated units (Coffey & Atkinson, 1996). This transcribed data underwent a coding process and was subsequently organized into overarching themes. The findings unveiled that the participants perceived their engagement in the hybrid courses as significantly beneficial. They considered these programs instrumental in fostering language development, enhancing digital literacy, facilitating adaptation to diverse cultures, and cultivating increased confidence and motivation.

In the realm of English language teaching, EFL teachers' professional development is crucial for effectively navigating evolving educational environments that require the integration of technology into the educational landscape amid continuous technological advancements. A case study involving 5 EFL teachers from various domains and educational backgrounds was intended to dismantle the factors that influence EFL teachers' digital competence and how this competence is reflected in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017) and teachers' personal interpretative (TPI) framework (Kelchtermans, 1993, 2009) guided the thematic analysis. Organizational communication, professional collaboration, and reflective practice were disclosed as contributing factors to support EFL teachers' PI development. Besides, task perception and job motivation were unraveled as digital competence reflected in EFL teachers' PI. In general, the accentuated data analysis pointed out EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the EFL teachers' excessive values and beliefs of digital competence in relation to their PI. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers' digital competence development. Finally, limitations of the study and suggestions for further research are discussed.

This study employed qualitative analysis to investigate the technology anxiety experienced by Iranian EFL teachers conducting online classes, taking into account their digital literacy levels. A digital literacy questionnaire was administered to a group of EFL teachers teaching English online at two branches of a language institute in Iran using the virtual classroom software BigBlueButton. Based on the questionnaire responses, 12 teachers were categorized as high (N = 6) and low (N = 6) digital literates. Through semi-structured interviews and reflective journals, the study delved into teachers' anxiety regarding online teaching, identifying three primary types of anxiety: pedagogical anxiety, technological anxiety, and social anxiety. The findings revealed that pedagogical anxiety stemmed from disruptions in teaching and learning processes, technological anxiety arose from challenges such as internet disconnections, and social anxiety related to judgments based on technological proficiency. While effective language instruction was a shared concern among high and low digital literate teachers, their approaches to managing anxiety varied significantly. High digital literate teachers demonstrated greater resilience in addressing online teaching challenges, whereas low digital literate teachers experienced reduced confidence and struggled with virtual classroom management. The study emphasizes the importance of addressing technology-related anxiety among language teachers in online education to enhance teaching efficacy and student outcomes. It suggests integrating digital literacy courses and providing expert support to alleviate teaching and technology-related anxiety and stress among EFL teachers, leading to more effective teaching practices.

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula -- and STEAM curricula into the humanities -- for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

Higher education plays a vital role in developing lifelong core competencies that empower graduates to thrive amidst technological and economic disruptions. This article proposes that higher cognitive skills, emotional intelligence, and digital literacy are key competencies that promote transferable skills applicable across diverse industries and markets. It provides recommendations for how the higher education community can strategically cultivate these timeless yet critical competencies while also leveraging innovations like artificial intelligence (AI). The University of Louisiana System's core competencies initiative demonstrates a framework outlining essential skills for lifelong success. As jobs rapidly evolve with advancing AI, adaptability becomes key, and core competencies ready graduates for new challenges by developing transportable human strengths. By upholding core competencies while innovating, higher education can fulfill its vital purpose of empowering students to define their own success despite disruption.

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship--empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average posttest score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

This paper examines secondary school students' perceptions of moral values in the digital environments (MVDE) and digital literacy (DL). The study used a quantitative methodology and correlational survey design encompassing 250 participants. Results show that participants' perceptions of DL are mostly high, while their perceptions of MVDE are mostly intermediate. Gender is not a source of significant difference in terms of either DL or MVDE. While grade is not a variable affecting DL, lower grades have statistically significant higher values in terms of MVDE. Participants who use social media have significantly higher DL scores, while the difference in MVDE is not significant in terms of the same variable. Like gender, online gaming is not a source of significant difference in terms of both DL and MVDE. Daily online time is not related to a significant difference in DL; however, those who are online for more than 3 hours daily have a significantly lower MVDE than those who spend less time online. Finally, results show that MVDE and DL are positively correlated at a moderate level, and MVDE explains 19.6% of DL. To conclude, MVDE should be fostered amongst individuals as it would help them become "better" citizens in the digital world, much like moral values do in real life.

Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and infrastructure, to find the necessary aspects for an efficient transition in these cases, using different Tecnologico de Monterrey's institutional data. Faculty members were interviewed about their views during the transition. The student's grades were also compared. Student responses were analyzed in the teacher satisfaction surveys. Challenges encountered by faculty during the sudden implementation of online courses were difficulties in the use of digital technologies, the amount of time spent preparing the class, the new ways of communication, the lack of use and knowledge of the online model, and the student's evaluation in online settings. The advantages mentioned by the faculty were flexibility, recorded classes, and the new tools that can be used for teaching. It was also observed that the student averages were higher in the semester after the earthquake. However, although young faculty with excellent technology management or experienced faculty with good use of technology and who are very well trained were the profiles that students better evaluated, no correlation was found between their teacher-associated variables and teacher performance indicators with the student averages. This experience served as a basis for meeting the contingency of 2020 with COVID-19. It represented itself as one antecedent in evaluating online education, allowing the establishment of a more expeditious and efficient online educational system.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

This research study considers third-level student experiences of electronic portfolio (ePortfolio) implementation during their education that occurred during the Covid-19 lockdowns. Adopting a mixed-methods approach, the purpose of this study was to identify the main challenges students face and document their experiences at an Irish higher education institution (HEI). The main challenges identified by students were a lack of time, lack of technical support, a lack of feedback received, and a dislike of information technology (IT). The key findings will provide insight about how ePortfolios can be better supported and implemented.

The use of digital technologies is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a world that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. It has become more common for students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for sustainability, technology, and education should collaborate. The study investigated how students felt about using digital technology to teach mathematics. This study employed a case study design and was qualitative in nature. The technology Acceptance Model was employed as the theoretical framework which explains how to encourage users to accept and utilise new digital technologies. Twenty second-year mathematics students who were specifically chosen to be information-rich participants made up the study's participant pool. Data were collected using semi-structured interviews. The collected data was analysed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they were learning mathematics using digital tools.

The incorporation of computer technology in higher education has experienced substantial expansion and evolution in recent years. This study aims to examine the possibilities and problems that emerge throughout the integration process. Through an analysis of the multifaceted components associated with integrating computer technology within higher education, this study attempts to elucidate the prospective advantages and challenges encountered by educational institutions, instructors, and learners. The study relies on an examination of pertinent academic literature, case studies, and empirical research. This study identifies and assesses various significant opportunities, such as accessibility to educational resources, personalized learning experiences, enhanced engagement and collaboration, and the acquisition of crucial digital skills that arise from the integration of computer technology. Furthermore, this study delves into the possible beneficial implications of computer technology on the efficacy of institutions, cost-efficiency, and administrative functions. Incorporating computer technology in higher education poses several challenges, such as the digital gap, concerns about privacy and data security, the necessity for faculty training and support, alterations in pedagogy, and the possible diversions that may arise due to technology that require careful consideration. The study suggests a thorough examination of the many opportunities and challenges that are involved with technological integration in higher education.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.

In the current fast-paced digital work environment, it has become crucial for individuals to cultivate a deep understanding of the constantly changing nature of the job market. With jobs and career paths becoming increasingly indistinct and unpredictable, developing awareness of the digital work world is more important than ever. This research empirically investigated the degree to which the world of work readiness and competency of distance learning students could serve as predictors for their digital work world awareness. Data were collected from (N = 486) full-time employed undergraduate students at a comprehensive South African distance learning institution. Regression analysis and structural equation modelling were used in the cross-sectional, quantitative study. The study emphasised the significance of developing job certitude, business ingenuity and socio-digital agility as part of students' career development learning to improve their awareness of the digital work environment. The study enhanced comprehension of the implicit function of students' work readiness and competency in relation to significant digital-era awareness.

This study explores eight key themes: Self-control, personalized learning, smartphone habits, future-time perspective, information overload, digital literacy, meaningful learning, and metacognitive awareness. The primary objective is to investigate the correlations among these factors. Virtual presence serves as a moderating variable, influencing the connections between smartphone habits and digital literacy, as well as between self-control and digital literacy. Additionally, it moderates the relationship between self-control and information overload. The study collected data from 597 engineering students, utilizing a quantitative research approach and employing a questionnaire as the research instrument. Statistical analysis was conducted using a partial least squares structural equation model, implemented with SmartPLS version 4. The study's hypotheses showed a significant impact on each variable, with only the relationships between information overload and meaningful learning, and smartphone habit and metacognitive awareness showing no significant effects, as indicated by the findings.

Since stepping into education delivery, technology continues to revolutionise education, responding to access and equity. This has made online learning to be the choice for access and equity like never seen before. Unfortunately, it has not only provided solutions but also introduced issues that have created the divide in technology and online learning for learners and institutions. The study explored online learning in the Solomon Islands from students' narratives at the Solomon Islands National University via "tok stori"; seeking to understand what they perceived as enablers and barriers of online learning. The study employed the sequential mixed-method approach and was guided by the theories of transactional distance and interaction, with the latter's extensions. The findings show that the level and strategies of support in administration, academics, and technology determine what transpires as an enabler or a barrier to online learning.

This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured students' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time.

Digital and information literacy skills are necessary to succeed in today's knowledge economy but for the millions of people in the world without internet access, a frustratingCatch-22 exists: How can they develop digital literacy skills without internet access? When they get access, what good is the internet to them if they don't have the skills to use it productively? One answer is an offline digital library called SolarSPELL. This report from the field describes a series of instructional videos the author created to foster digital and information literacy skills among novice SolarSPELL users.

The architecture of the virtual learning community via metaverse, or VLC via metaverse, to promote digital teacher's competency is related to the application of the concepts of virtual learning community integrated with virtual reality technology to promote the competency of teachers in the digital age. This is also to equip these teachers with comprehensive digital competency in order that they can apply it in the instruction management in a more efficient manner. In addition, this competency is believed to encourage teachers to have a step-by-step thinking process and enable them to use information technology media more practically with more understanding and creativity. The objectives of this study are: (1) to synthesize the conceptual framework of the VLC via metaverse to promote digital teacher's competency, (2) to design the architecture of the VLC via metaverse to promote digital teacher's competency, and (3) to study the results of the design of the architecture of the VLC via metaverse to promote digital teacher's competency. The participants in this research are 7 experts from different institutions, all of whom are specialized in the design and development of instruction systems. The research tools include: (1) the architecture of the VLC via metaverse, and (2) the assessment form on the suitability of the architecture of the VLC via metaverse. The results of this research show that (1) the overall suitability of the design of the architecture of the VLC via metaverse (overall elements) is at the highest level (Mean = 4.71, SD. = 0.57), and (2) the overall suitability of the design of the architecture of the VLC via metaverse is at the highest level (Mean = 4.70, SD. = 0.52).

The utilization of blended learning in the field of English language instruction has shown a notable rise in recent times. Blended learning has the ability to provide an optimal setting for language education, enabling a transition from conventional instructional approaches to more progressive ways through the integration of technology. Nevertheless, several unresolved issues remain in relation to this methodology. This paper examines the perceptions of students regarding the potential benefits and obstacles associated with the implementation of blended learning in English language courses at a university in Vietnam. Additionally, the study proposes many solutions with the objective of enhancing the current situation and establishing a solid foundation for the future growth of blended learning. The study involved a sample of 165 first-year students, with online surveys and interviews being utilized as the primary methods of data collection The results of the study indicate that contemporary students can be classified as digital natives. While they demonstrate proficiency in various technical skills, have easy access to technology, and exhibit a propensity for self-directed learning, their inclination towards traditional classroom environments is evident when it comes to their attitudes regarding online engagement with instructors and peers in English courses.

Digital literacy is a significant need in the 21st-century world. Mastery of digital literacy in the context of learning can streamline and improve learning processes and outcomes. Digital literacy is a new life skill currently. This study aims to describe the quality-based management model of elementary schools in enhancing the digital literacy of elementary school teachers in one of the provinces of Central Java, Indonesia. The qualitative approach used involves 10 principals and 20 elementary school teachers. The instruments used are observation, interview, and questionnaires. The analytical technique used Miles and Huberman's analysis. Based on the results of this study, there is an increase in teacher digital literacy after education quality management is implemented through a teacher digital literacy training program that is designed continually. Forms of participation include involvement in teacher digital literacy training program activities, namely training program planning (Plan), implementation of teacher digital literacy training programs in schools (Do), implementation of supervisory functions, monitoring and evaluation of digital literacy training programs (Check), and follow-up actions. continued teacher digital literacy training program (Action). Teachers' digital literacy on the basic level improves from 62.74% to 84.74%. The secondary level turns 51.33% from 45.56%. This research can be an attempt to improve teachers' digital literacy.

The GbL platform, or game-based learning platform, with generative AI is a research tool initiated from the combination of game-based learning concepts and generative artificial intelligence technology; thereby, this platform is intended to be used as a guideline for the instruction management, in which learners can respond and interact with the real-time activities by means of gamification. The objectives of this research are (1) to study and synthesize the conceptual framework of the GbL platform with generative AI to enhance digital and technology literacy skills, (2) to develop the architecture of the GbL platform with generative AI to enhance digital and technology literacy skills, and (3) to study the results of the development of the GbL platform with generative AI to enhance digital and technology literacy skills. The results of this research show that (1) the overall elements suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.51, SD = 0.48), and (2) the overall suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.59, SD = 0.41). Nevertheless, there are still some research gaps in this study; that is, this study was conducted with quite a small sample group and it focuses mainly on the results of evaluation on the architecture of the GbL platform. Therefore, this research is regarded merely as a pilot study designated for feasibility study to further develop the GbL platform that can be put in practical use in the future.

This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.

The use of digital media in education has already been addressed in numerous technology acceptance models, but there is very little research on establishing a link between acceptance and assessment using mobile devices, a reality in educational institutions. This work aims to extend research by developing the TAM model and studying teachers' perceived usefulness of mobile devices in terms of how they understand assessment: generically, as a summative and a formative assessment, or as the complementarity of these. This study proposes a comparison between three models using the partial least squares structural equation modeling (PLS-SEM) on a sample of 262 master's degree students (pre-service teachers). The results show the validity of the three proposals and confirm the advantages to specifically consider assessment in acceptance models, as well as the importance of addressing its modalities differently after obtaining better results in the two models that do so. The study also confirms the importance of self-efficacy in the use of mobile devices as a predictor of usefulness and intention to use in the three models. The use of a comparative approach and the development of the perceived usefulness construct in assessment represents a new contribution to the field of acceptance studies.