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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.

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.

In the 21st century, the widespread use of information technologies has made access to technology, technology usage skills, and the quality of technology services increasingly important. However, the digital divide--defined as a lack of access to telecommunications--remains a significant issue that separates developed countries from developing countries. This study aimed to explore the digital divide in open education by comparing the digital divide levels of first term and last term or graduate students enrolled in the Anadolu University Open Education System. The study also examined how factors such as gender, age, income level, and employment status impact digital competency by comparing the digital divide scores of participants in these groups. The findings of the study suggest that first-term students have higher levels of digital competency than final-term students. The study also found that males, people aged 30--40, those with high incomes, and those working in the private sector had the highest digital competency scores. These results can be used to inform the development and implementation of open and distance learning programs to reduce the digital divide, as well as to identify specific groups that may be at a disadvantage in terms of digital competency.

This study aims to determine the relationship between students' perception to the learning media, digital literacy skills, and self-regulated learning with students' cognitive learning outcomes in the rural area. This study was the ex post facto with quantitative data. The method used was differential causal comparative with multiple linear regression analysis. The three variables were measured using a questionnaire, cognitive learning outcomes was measured by test. The results showed that students' perception to the learning media, digital literacy skills, and self-regulated learning on students' cognitive learning outcomes had a moderate simultaneous relationship. The findings also showed that the contribution of self-regulated learning to the cognitive learning outcomes was the higher (71.42%). The contribution of the three variables to cognitive learning outcomes was 86.41%. Based on related facts, research recommendations can be expanded by measuring from several other rural areas and examining several other variables, especially those that support the learning process oriented towards empowering 21st century competencies by utilizing the latest technological developments and that can reach all regions of Indonesia, especially in rural areas so as to minimize the gap in the quality of education in Indonesia.

The main objective of this article is to highlight the importance of training in digital tools at the university level to foster the development of innovative and efficient data analysis from a scientific perspective. In an increasingly digitised world, the acquisition of digital skills has become a fundamental requirement for success in various disciplines, especially in conducting academic studies and research. The implementation of Computer-Aided Qualitative Data Analysis (CAQDAS) software, such as the ATLAS.ti platform, for text analysis not only enriches the educational experience but also prepares students to excel in an ever-evolving digital environment and raise the quality of their research. We present here a practical example of textual analysis in ATLAS.ti that can serve as a reference guide for similar studies based on content analysis of interviews. Various qualitative and quantitative data analysis options and techniques are explored that allow researchers to identify patterns, trends and relationships in the texts analysed, which contributes to a deeper understanding of the topics under study by transcending traditional methods of text analysis.

COVID-19 pandemic has forced educational institutions to use e-learning systems. Bangladesh is no exception; many students come from underprivileged families who are not well-off. This study aimed to explore the antecedents to the underprivileged undergraduate students' intention to participate in online classes in Bangladesh through the integration of the Technology Acceptance Model, Information Systems Success Model, and Theory of Planned Behaviour. We used confirmatory factor analysis (CFA) to test the hypotheses. The non-probability sampling method was used to select 394 respondents by dint of the subjective judgment of the researchers. Using smart PLS software, the data were analyzed with Structural Equation Modeling (SEM). It was divulged that e-Learning usage intention (BI) is influenced by attitude (ATT), perceived usefulness (PU), students' online learning satisfaction (SOS) and subjective norms (SN). But perceived ease of use (PEU) and system quality (SQ), internet service quality (ISQ) and perceived behavioral control (PBC) do not influence BI. Even ISQ does not influence SOS. It was also revealed that PEU mediated attitude and PU, and PEU and SQ also influenced SOS. The study contributes to e-Learning literature by incorporating three models which may guide policymakers in understanding how to integrate students from all social classes into e-learning systems to eliminate academic digital discrimination.

In the study, aimed to determine mothers' awareness of digital parenting. This quantitative study employed a descriptive survey model. This study was conducted on 306 mothers whose children enrolled in kindergarten, primary school, secondary school, and high school participated in the research. The data were collected using the Digital Parenting Awareness Scale (DPAS) and personal information form for demographic information of the mothers. Descriptive analyses, Mann-Whitney U Test, Kruskal-Wallis Test and Tamhane's Post Hoc tests were used in the analysis of the data. The analysis results revealed that mothers' digital parenting awareness levels were high. Additionally, no significant difference was found in digital parenting awareness by child gender, previous knowledge about digital media, and the number of children mothers have. It was also found that the level of digital neglect of mothers between the ages of 46-50 was high, mothers living in the Cankaya had a high level of being a negative model, and the mothers living in the Keciören had a high level of efficient use of digital tools. The mothers whose children attended primary school were negative models, and those with undergraduate and graduate degrees had a high level of being negative models.

The primary purpose of this research was to determine the digital literacy proficiency perceptions of primary school teachers working in Eskisehir and compare them based on certain variables. The mixed method was used as a research method; the data were collected using the Digital Literacy Assessment Scale developed by Acar (2015) for quantitative findings and in-depth interviews for qualitative results. The quantitative study group consisted of 733 primary school teachers. In the qualitative dimension of the research, there were data from 7 primary school teachers who agreed to fill out the structured interview form and then take part in an in-depth interview. Quantitative data of the study were analyzed using SPSS software. Qualitative data were analyzed with the descriptive analysis method and interpreted according to their relationship with the research questions. The result showed that the primary school teachers perceive themselves as highly sufficient in regard to the different competence areas of digital literacy and that they dominate these competence areas to a great extent. There were significant differences between the digital literacy levels of the primary school teachers and their age, gender, educational status, seniority in the profession, personal computer possession, constant internet connection, technologies/practices used in education, and technological education. However, the grade level taught was not an influential factor in their digital literacy levels. Moreover, in-service training should be organized to provide digital literacy, using Web 2.0 tools, and integrating technology into the classroom environment, starting with those who have more service than their years of seniority in the profession.

Through a bibliometric analysis, this study aimed to uncover the connections between technology, digital and visual literacy, and education. By examining the Web of Science database, we were able to gain insight into the scope of the topic and interdisciplinary trends in the literature. Our analysis revealed that journals such as the "Nordic Journal of Digital Literacy," "Computers & Education," and "Education and Information Technologies" are important and frequently cited resources in this area. Notable researchers such as Buckingham, D., McGrew, S., and Coiro, J. were identified through our author analysis. Our trend analysis demonstrated the growing importance of digital literacy, technology, and education. Through cluster analysis, we were able to identify relationships and topics between keywords. Our findings suggest that digital literacy education should be prioritized, technology should be more widely utilized, and teachers should be trained to collaborate and share. This study provides helpful guidance for educators and researchers and can inform future studies. Our goal is to encourage the development of effective strategies for technology and digital literacy in education. Further research should focus on improving students' digital skills, increasing the impact of technology in education, and enhancing learning experiences.

It is essential for pre-service teachers to have digital literacy and technology use skills in order to integrate technology into education and training processes both effectively and efficiently. In this study, the digital literacy and technology use skills of pre-service teachers from different universities in Kazakhstan were examined comparatively in terms of some variables. The study was conducted with the participation of 209 pre-service teachers according to the survey and relational survey model. 'Digital Literacy' and 'Technology Use Skills' scales were used to collect the research data. According to the findings of the study, in general, pre-service teachers' technology use skills and digital literacy were found to be at a high level. The digital literacy and technology use levels of the participant preservice teachers differed according to gender and grade level. The technology use skills of male participants were found to be higher than their female peers. It was also discovered that pre-service teachers studying in upper grades had high digital literacy and technology use skills. Finally, pre-service teachers' digital literacy significantly predicts their technology use skills.

The passage to middle school has been identified as a confusing period for adolescents, involving a series of major transitions. A new variable that permeates these already lofty transitions is the firm entrenchment of Generation Alpha in the middle grades classroom, a cohort that includes anyone born from 2010 onward, making them the first generation born and shaped entirely in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of current middle school teachers across Indiana, Kentucky, and Ohio toward their Gen Alpha students so as to uncover the concrete issues these teachers encounter as they work with this undeniably unique cohort. A total of 139 teachers responded to the researcher-generated electronic survey, which was coded inductively and analyzed for content. The feedback points to a cohort that is digitally literate with great adaptability, but also a cohort that exhibits delayed social development and a myriad of global concerns. These factors all have implications for the ways they learn, interact, and function in the middle school classroom.

This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research's pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: What are the digital existence levels of the food bank users, and what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper insights. The study found that the food bank users (1) had little to no broadband connectivity; (2) possessed limited digital devices which revealed significant barriers to their digital existence; and (3) had feelings of desperation, vulnerability and isolation. Regarding training offered at no cost, the food bank users did not show much interest, which was attributed to the food bank users' insufficient digital knowledge. The three-level training model was designed with the following objectives: (1) Prepare participants for training; (2) introduce the concept of "digital;" and (3) teach basic computing and cybersecurity skills. To implement this training, an interactive learner-centric model was created demonstrating collaboration among university instructors, volunteer students and the food bank staff. The study concluded that to exist in digital societies affordable broadband connectivity, needs-based devices, and continual support and training were needed for such underserved groups.