Search results

1

Digital Literacy in Physics Education: A Quantitative Analysis of High School Students Across Different School Environments

100%

Saputri K., Bancong H., Sultan A. D.

The New Educational Review

|

2024

|

vol. 76

123-138

EN

This quantitative study investigates digital literacy disparities among high school students when studying physics in various educational environments, specifically contrasting penggerak and non-penggerak schools and urban versus rural settings. Utilising a cross-sectional survey methodology with a sample size of 330 students, the research evaluates competencies across four key dimensions of digital literacy. The findings reveal pronounced disparities, with students in penggerak and urban settings exhibiting superior digital literacy. These results emphasise the necessity of enhancing digital resources and literacy programmes in under-resourced schools to equalise educational opportunities and prepare students effectively for the digital future.

2

Unlocking Life-long Learning: The Predictive Power of Digital Literacy and Individual Innovation

100%

Aydın B., Seferoğlu S. S.

The New Educational Review

|

2025

|

vol. 81

92-105

EN

This study re-evaluates lifelong learning (LLL) in response to the demands of the changing digital age and proposes a regression model that explains the relationship between LLL and mediating variables such as individual innovation and digital literacy. A series of correlation analyses were used for correlation, multiple linear regression, and mean comparison with 335 teacher candidates. The results revealed a significant and positive correlation between effective LLL and digital literacy levels, with the relevant variables explaining 22% of the total variance in the effective lifelong learning variable. Regression coefficients indicate that the key determinants of effective LLL, in order of importance, are digital literacy, individual innovation, and mobile device usage. Additionally, a significant gender difference in favour of women was identified in effective lifelong learning.

3

Between Exposure and Protection: Data Privacy Awareness and AI Tool Use Among K-12 Students

100%

Škobo M., Šović M.

The New Educational Review

|

2025

|

vol. 81

30-45

EN

This quantitative study investigates students’ awareness of data privacy and their experiences with AI tools in educational settings. The sample consisted of 125 students (ages 7–15) from William Howard Taft High School in Chicago, Illinois, USA. Data were collected via an online questionnaire and analysed using descriptive statistics, Pearson’s correlation, t-tests, and multiple regression. Results confirmed that higher exposure to AI tools and greater adult supervision are associated with increased privacy awareness and fewer negative experiences. However, self-perceived understanding of data protection did not correlate with improved outcomes, indicating a gap in digital literacy education.

4

Digital Literacy Development Through New Technologies for Measuring and Data Mining

88%

AICHINGER D., KROTKÝ J., MACH P.

Edukacja-Technika-Informatyka

|

2019

|

vol. 10

|

issue 2

233-238

EN

The article is dedicated to the problematic of using new technologies at high schools and during the preparation of future teachers. It is focused on using thermometric measurements in various fields of technics. The main emphasis is placed on forming the measuring methodology and the data mining application. A special set for thermometric measurements is developed for the didactic application. The set respects the newest teaching methodologies.

5

DIGITAL LITERACY AMONG YOUNG LEARNERS: HOW DO EFL TEACHERS AND LEARNERS VIEW ITS BENEFITS AND BARRIERS?

88%

Mudra H.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 3

3-24

EN

The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of digital literacy for young learners in learning English. The benefits of digital literacy include improving young learners’ writing, reading, listening, and speaking skills, getting used to authentic materials, increasing frequency of digital technology use, enhancing online collaboration between teacher-learners and learners-learners. However, this study reports that digital literacy also has some negative impact for young learners. Problems with weak signals which affect difficult internet access still remain a problem. Contents of online digital materials are not easy for young learners to interpret and convert into simple, self-regulated information. Moreover, digital literacy tools are considered to be expensive. These barriers might be influenced by other problems such as complexity of digital literacy tools, different comprehension levels among young learners, young learners and EFL teachers’ lack of digital literacy experiences. In conclusion, the results give valuable insights in how to go about integration of digital literacy tools for young learners.

6

The Internet and Elt: Costs, Gains and Compromises

88%

Ungureanu R.

Linguaculture

|

2013

|

vol. 2013

|

issue 2

82-96

EN

The paper analyzes some present and future trends in education, zooming in on the English class, through the impact of the most influential product of the human mind, the Internet. Extensive research is currently being done on the roles of the Internet upon our society, with special emphasis on education. I follow some of these research projects’ threads and offer up-to-date insights into the debates and controversies the Internet has awoken. As a result of scanning some of the future educational trends, the conclusion I draw is that of an obvious compromise the English teacher has to sign: teaching both classical and modern competencies but learning to use the digital language of today’s generation, while not overlooking the students’ emotional needs.

7

The impacts of dynamic capabilities on SMEs' digital transformation process: The resource-based view perspective

88%

Civelek M., Krajčík V., Ključnikov A.

Oeconomia Copernicana

|

2023

|

vol. 14

|

issue 4

1367-1392

EN

Research background: SMEs' concern for the digital literacy of their workforce, their interest in increasing digital literacy among employees, and securing their digital platforms, have been major issues in their digital transformation process. To reduce those obstacles, the dynamic capabilities of SMEs included in the Resource-based View (RBV) might be an effective solution since they help companies be more competitive and proactive against the threats they face in the digitalization process. Purpose of the article: This research aims to investigate whether SMEs' dynamic capabilities positively contribute to their digital transformation process. Methods: In line with the proposed relationships, this paper analyzes SMEs from Czechia by running Ordinal Logistic Regression analyses. The research sample is created by stratified random sampling and purposive sampling methods. The research data is collected via telephone surveys. Findings & value added: This research does not find a positive relationship between the dynamic capabilities of SMEs and the digital transformation process. While the results related to digital literacy are negatively associated with digital transformation, no significant relationship exists between security actions and the digital transformation of SMEs. This paper extends the scope of RBV on the digital transformation of SMEs by analyzing various dynamic capabilities of SMEs that have not been included in a sole study. Moreover, the perceptions of SME executives are considered by this research to provide effective solutions for the problems they face in digital transformation. Having a joint venture agreement with well-experienced IT companies, having a network with partner firms, looking for funding opportunities in the EU, participating in some practical training, and providing internships for bachelor students might enable SMEs to hit their targets in digital transformation.

8

Self-assessment of Attitudes Towards Media and the Knowledge of Safety in Cyberspace of Future Pedagogues and Teachers in Croatia and Poland

88%

Frania M.

The New Educational Review

|

2017

|

vol. 50

227-238

EN

The purpose of the presented research was to explore, compare and describe the level of knowledge on selected issues concerning safety in cyberspace among people preparing for the profession of a pedagogue and a teacher, and to present opinions of the examined people on their attitudes towards the broadly understood media. The research was comparative and comprised a group of 519 students of pedagogical and educational majors of the University of Split (Croatia) and the University of Silesia in Katowice (Poland).

9

Information Overload and Coping Strategies among Online Learning Students

88%

Kwiatkowska W., Wiśniewska-Nogaj L., Skibińska M.

e-mentor

|

2025

|

vol. 111

|

issue 4

13-21

EN

This study aims to analyse the sources of information overload and the coping strategies used by students who learn online. The students’ opinions were analysed using a survey method, including a set of questions prepared by the authors. A sample of N = 131 students from various fields of study at the Nicolaus Copernicus University in Toruń (Poland) were interviewed in the survey. The findings of the study indicate that students declare more anxiety and difficulties in the form of on-site rather than online classes. The respondents primarily cited sources of information that triggered information overload, including instructions and assignments to be completed during their studies and social media content. Among the coping strategies, the highest percentage of respondents indicated making selections, reading only selected teaching materials, compiling their notes, and dividing tasks over time.

10

Dlaczego nauka krytycznego korzystania z informacji jest równie ważna jak nauka czytania i pisania – przemiany alfabetyzacji w edukacji wczesnoszkolnej

88%

Mironiuk A.

Studia Edukacyjne

|

2024

|

issue 75

65-80

EN

According to a popular belief, students of early childhood education “only read, write and count”, continuing the literacy process that began in kindergarten. In my article, I emphasize the importance of another dimension of literacy. i.e. digital literacy, and more precisely, information literacy, which is an important part of it. Identifying sources of information; recognizing the mechanisms governing the distribution of information on the Internet (social media); distinguishing facts from fake news and opinions; safe use of digital media; awareness and respect for copyright are some of the major aspects of information literacy. Consequently, information literacy and media education constitute the proverbial ABC of modern students.

11

Dialogue in the Digital Era: Internet Messages and their Role in Shaping Modern Philosophical Discourse

88%

Hartono B. S., Abadi M. T., Syahna A. A. A.

Dialogue and Universalism

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2025

|

issue 2

145-157

EN

This article explores the role of the internet in shaping modern philosophical dialogue, focusing on how digital media impacts discourse. The study examines how algorithms, misinformation, and unequal access affect the quality and inclusiveness of philosophical discourse in digital spaces. By using an interdisciplinary approach incorporating Jürgen Habermas’ communication theory, Jean Baudrillard’s (1994) concept of simulacra, and Shoshana Zuboff’s ideas of surveillance capitalism, this article analyzes the challenges and opportunities in managing philosophical dialogue in the digital age. The results suggest that while the internet holds great potential to democratize philosophical discussion, it is also vulnerable to information manipulation and algorithmic distortion. Practical recommendations include increasing algorithmic transparency, improving digital literacy, and developing dedicated platforms for philosophical discussions. The article concludes that collective efforts are needed to maintain digital spaces as inclusive, rational, and ethical environments to support the development of philosophical discourse in the modern era.

12

ONLINE ENGLISH FOR ACADEMIC PURPOSES INSTRUCTION IN THE CONTEXT OF IRAN: EXPLORING THE INSTRUCTOR ELEMENT

75%

Dashtestani R.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 5

23-37

EN

Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.

13

Possibilities and Perspectives of Applying the E-learning Model in Educational Institutions in Bosnia and Herzegovina

75%

Rustempašić D., Habul A.

Polish Journal of Political Science

|

2019

|

vol. 5

|

issue 3

83-99

EN

E-learning is a type of learning by using electronic technologies to access an educational program outside of a traditional classroom. As conventional classrooms continue to be transformed into digital ones, teachers must deliver lectures through multiple learning modes. Digitally enriched content and personal learning should be the primary way of teaching, as well as collaborative and interactive learning. The paper presents issues relating to education in a virtual environment, the role of virtual reality, and artificial intelligence that is increasingly entering classrooms in developed countries. The paper explores what application of artificial intelligence means for the development and broader implementation of electronic learning in virtual classrooms around the world, as well as in developing countries such as Bosnia and Herzegovina. The paper presents the advantages and opportunities that contribute to the improvement of e-learning in educational institutions and the benefits for students and other parties involved in the educational process, such as teachers and parents.

14

ПОРЯДОК ДЕННИЙ ЄС У СФЕРІ ВИЩОЇ ОСВІТИ: ПРІОРИТЕТИ ПРОГРАМИ «ОСВІТА ТА ПРОФЕСІЙНА ПІДГОТОВКА 2020»

75%

Аліна С.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 10(64)

110-123

EN

In the article the priorities of EU policy in the sphere of higher education in the context of the Program “Education and Training 2020” (ET 2020) are determined. The analysis of sources of research helped to prove that modernization agenda in higher education is the constant spotlight of the EU expert and academic communities. The dimensions of the modernization of European higher education (political, administrative, educational and technological) are determined and the levels of implementation of changes (supranational, national and institutional) are characterized. The analysis of the political priorities of the modernization of European higher education and generalizations of the experts on ways of implementing them allowed the author of the article to reach the following conclusion: the constant super-priority of the modernization of European higher education is the high quality, efficiency and compliance to urgent needs of society, economy, each individual. Increasingly pronounced is the problem of compliance of higher education with needs of the digital age, requiring a complex modernization of higher education, namely: 1) the development and continuous improvement of the system of digital competences of teachers, students, university administration; 2) formation at institutional, national and European level of infrastructure, which will enable a restructuring of the educational process through the application of innovative digital teaching and learning technologies; 3) formation of the open culture of change at different levels of functioning of educational system 4) the legislative support for the recognition of qualifications obtained through innovative digital educational technologies of (on-line, MOOCs, etc.); 5) sufficient investment programs of the modernization of European higher education; 6) the development and implementation of new approaches to quality assessment of higher education obtained through innovative digital educational technologies; 7) strengthening the relationship between education, research and business, the development of relationships within the “knowledge triangle”, which provides innovative development of society.

15

Reflexiones sobre la influencia de las TIC en el sistema educativo actual

75%

Balches Arenas R. S.

Studia Iberystyczne

|

2011

|

vol. 10

183-203

EN

The advent of ICT in society has been an unprecedented event as regards the adoption of new ways of conceiving work, education, leisure, etc., in our daily lives. The so-called “digital natives” play a key role in the process versus the group developed in the era before ICT – “digital immigrants”. This article offers a reflection on the state of education in general, and on the current influence of ICT on the design of new models of education, different to those supported by traditional education systems.

16

Developing Digital Collections: a Training Model of Digital Humanities Web Projects in Library and Information Science Education

75%

Fodor J., Kiszl P.

Informatio et Scientia. Information Science Research

|

2018

|

issue 1(1)

78-104

EN

Creating content providing systems and programming database connections, queries, and complex web platforms are primarily the tasks of information technology. However, the professional and content-related preparation of service engineering and the customisation and effective use of content providing systems belong to the librarians’ competences and therefore constitute an interdisciplinary area of our training. The so called Content Development Working Group of the Institute of Library and Information Science of the Faculty of Humanities at Eötvös Loránd University has, therefore, had a dual purpose since the mid-2000s. On the one hand, it involves future librarians in projects yielding tangible outcomes for the professional community, thus helping the students acquire competences relating to various aspects of the librarian profession through motivating and creative work. On the other hand, the working group studies and analyses the instruments of content provision, especially network-based information services. The results obtained through joint research and the display platform created are also published as a complex project, thus introducing students into the network-based forms of research support and scientific information provision. As an integral part of a modern librarian’s duties is to inform social media users of existing digital collections, within the framework of the programme we also test the effectiveness of libraries’ social media presence through short excerpts of our sample projects. Bearing all the above in mind, this paper aims to provide a detailed description of (1) the content development projects, (2) the experimental research projects and (3) the collaborative projects of the Content Development Working Group devised to enhance trainee librarians’ interdisciplinary competences. The study also highlights how the outcomes of the projects are integrated into the disciplinary (BA and MA) degree programmes of the Institute. To demonstrate the broader context of the undertaking, the study also includes a short section on the educational aspects of e-books and e-publishing and presents some of the internationally recognised results, the international connections and the future plans of the Centre for Digital Humanities founded in the Institute in 2017.

17

Mobile Learning with Twitter to Improve Linguistic Competence at Secondary Schools

75%

Vázquez Cano E.

The New Educational Review

|

2012

|

vol. 29

134-147

EN

This article presents research conducted in three secondary schools in the region of Castilla-La Mancha (Spain), where an interdisciplinary program was developed to improve linguistic competence through the use of Twitter as a communication tool. After testing the validity of Twitter as a technological curriculum innovation process, we can conclude that it promotes a substantial improvement of the teaching-learning process, specifically in the development of reading and writing skills. Twitter application on mobile digital devices, such as smartphones, tablets, or mini laptops becomes a digital resource with numerous possibilities in education.

18

Forming of Future Teachers’ ICT-Competence: Canadian Experience

63%

Demchenko I.

Comparative Professional Pedagogy

|

2016

|

vol. 6

|

issue 1

54-60

EN

The article deals with the phenomenon of digital divide in the education in Canada. The domestic and foreign scientific and educational publications have been studied and analyzed. It has been found out that traditional means for training pedagogical specialists are gradually losing their relevance due to lack of educational dialogue between a teacher and a student. Information and communication technologies have entered today’s youth everyday life and become an essential means of communication, receiving and transmitting information. Based on the source study, the essence and reasons of digital divide have been revealed. Canadian researchers consider that it is possible to overcome this problem by revising the approach to teacher training which will focus on the forming of future teachers’ information and communication competence. Various definitions of the terms “information competence”, “ICT competence”, “digital literacy”, “e-literacy” have been described. The model of ICT competence, its structure and the process of its integration into education have been analyzed. The examples of forming future teachers’ ICT competence in universities of Canada have been given. It has been revealed that the problem of effective ICT implementation into educational activities is in the range of many Canadian studies, but in fact the phenomenon of digital divide in education is still topical due to insufficient activity of teachers of pedagogical faculties and students’ ignoring the problem. A number of studies have been examined, the authors of which give practical recommendations aimed at enhancing the role of new technologies in teacher training in Canada.

19

Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement- apprentissage des langues vivantes (à l’exemple de manuels de FLE pour grands adolescents et adultes)

63%

Półtorak E.

Neofilolog

|

2022

|

issue 59/2

43-57

EN

The aim of the article is to propose some reflections on digital literacy. The concept of digital literacy will be discussed in the context of foreign language teaching-learning process, especially in the context of teaching-learning French as a second/subsequent language at B1 level. The author will propose to analyse some coursebooks for teaching-learning French to adolescents and adults and she will focus her investigations on activities dedicated to develop the digital literacy of students.

20

SWOT analysis of digital financial literacy in the European Union

63%

Bagul D., Šipilova V.

Sociālo Zinātņu Vēstnesis

|

2025

|

issue 1

22-32

EN

The article aims to explore strengths and weaknesses alongside opportunities and threats affecting digital financial literacy in the European Union. For the aim, the article applies SWOT analysis. An analysis of theoretical and empirical studies on digital financial literacy in the European Union allows to indicate such strengths as high online banking adoption rates and strong existing policy frameworks. Availability of survey data on digital and financial literacy across Member States also represents a significant strength. Weaknesses could encompass digital skill gaps among specific demographics, and challenges related to measurement differences between data sources. Opportunities may arise through emerging financial technologies (fintech) that can encourage improvements in digital financial literacy, and the potential of recovery and resilience funding initiatives. Threats appear due to cybersecurity risks and the spread of misinformation, which can undermine trust in digital services. The SWOT analysis provides a structured overview of the internal and external factors influencing digital financial literacy in the European Union what could be useful for development of educational programs. Within the research, the primary problems of digitalization and financial literacy in the European Union, as well as possible solutions to such problems have been indicated. There are still notable differences in digital financial literacy among Member States. Age, gender, and income level are among main affecting factors. While digital literacy plays a foundational role, it must be accompanied by intentional, context-specific financial education. A significant progress has been made in enhancing digital access and promoting digital financial services. At the same time, a gap in digital financial literacy creates disparities across regions and demographics. Addressing this requires a renewed and integrated focus on financial education that is digitally fluent, culturally sensitive, data- based and reinforced with updates in policy-making.

LV

Raksta mērķis ir izpētīt stiprās un vājās puses, kā arī iespējas un draudus, kas ietekmē digitālo finanšu pratību Eiropas Savienībā. Šim mērķim rakstā tiek izmantota SVID analīze. Teorētisko un empīrisko pētījumu par digitālo finanšu pratību Eiropas Savienībā analīze ļauj norādīt uz tādām stiprajām pusēm kā augsts tiešsaistes banku pakalpojumu izmantošanas līmenis un spēcīgs regulējums. Apsekojumu datu par digitālo un finanšu pratību pieejamība par visām dalībvalstīm arī ir ievērojamā priekšrocība. Savukārt, digitālo prāsmju trūkums starp noteiktām demogrāfiskām grupām un atšķirības starp dāžadu avotu mērījumiem norāda uz vājām pusēm. Iespējas var rasties pateicoties jauno finanšu tehnoloģiju (fintech) izmantošanai, kas var stiprināt pratību, kā arī no finanšu atbalsta instrumentu izmantošanas. Draudi ietver kiberdrošības riskus un dezinformācijas izplatīšanos, kas var mazināt uzticēšanos digitālajiem pakalpojumiem. Tādējādi SWOT analīze sniedz strukturētu pārskatu par iekšējiem un ārējiem faktoriem, kas ietekmē digitālo finanšu pratību Eiropas Savienībā. Šīs zināšanas varētu būt noderīgas izglītības programmu izstrādē. Pētījumā arī ir noteiktas galvenās digitalizācijas un finanšu pratības problēmas Eiropas Savienībā, kā arī šo problēmu iespējamie risinājumi. Joprojām pastāv ievērojamas atšķirības pēc digitālās finanšu pratības starp dalībvalstīm. Vecums, dzimums un ienākumu līmenis ir vieni no galvenajiem ietekmējošajiem faktoriem, kas veicina minētās atšķirības. Lai gan digitālajai pratībai ir nozīmīga loma, tā ir jāpapildina ar apzinātu un kontekstam pielāgotu finanšu izglītību. Eiropas Savienībā ir panākts ievērojams progress digitālās piekļuves uzlabošanā un digitālo finanšu pakalpojumu veicināšanā. Vienlaikus digitālās finanšu pratības plaisa rada nevienlīdzību starp reģioniem un demogrāfiskajām grupām. Lai risinātu šo problēmu, ir nepieciešama atjaunota un integrēta uzmanība finanšu izglītībai, kas ir vērsta uz digitālo iemaņu attīstību, ņem vērā kultūru atšķirības un jaunākas tendences, un kuras pamatā ir spēcīgs politikas ietvars un datos balstītas atziņas.

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Digital Literacy in Physics Education: A Quantitative Analysis of High School Students Across Different School Environments

Unlocking Life-long Learning: The Predictive Power of Digital Literacy and Individual Innovation

Between Exposure and Protection: Data Privacy Awareness and AI Tool Use Among K-12 Students

Digital Literacy Development Through New Technologies for Measuring and Data Mining

DIGITAL LITERACY AMONG YOUNG LEARNERS: HOW DO EFL TEACHERS AND LEARNERS VIEW ITS BENEFITS AND BARRIERS?

The Internet and Elt: Costs, Gains and Compromises

The impacts of dynamic capabilities on SMEs' digital transformation process: The resource-based view perspective

Self-assessment of Attitudes Towards Media and the Knowledge of Safety in Cyberspace of Future Pedagogues and Teachers in Croatia and Poland

Information Overload and Coping Strategies among Online Learning Students

Dlaczego nauka krytycznego korzystania z informacji jest równie ważna jak nauka czytania i pisania – przemiany alfabetyzacji w edukacji wczesnoszkolnej

Dialogue in the Digital Era: Internet Messages and their Role in Shaping Modern Philosophical Discourse

ONLINE ENGLISH FOR ACADEMIC PURPOSES INSTRUCTION IN THE CONTEXT OF IRAN: EXPLORING THE INSTRUCTOR ELEMENT

Possibilities and Perspectives of Applying the E-learning Model in Educational Institutions in Bosnia and Herzegovina

ПОРЯДОК ДЕННИЙ ЄС У СФЕРІ ВИЩОЇ ОСВІТИ: ПРІОРИТЕТИ ПРОГРАМИ «ОСВІТА ТА ПРОФЕСІЙНА ПІДГОТОВКА 2020»

Reflexiones sobre la influencia de las TIC en el sistema educativo actual

Developing Digital Collections: a Training Model of Digital Humanities Web Projects in Library and Information Science Education

Mobile Learning with Twitter to Improve Linguistic Competence at Secondary Schools

Forming of Future Teachers’ ICT-Competence: Canadian Experience

Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement- apprentissage des langues vivantes (à l’exemple de manuels de FLE pour grands adolescents et adultes)

SWOT analysis of digital financial literacy in the European Union