“A New Way of Teaching and a New Way of Reaching Students”: Building Critical Awareness About Technology Through a Practitioner Inquiry Community

Digital health literacy has emerged as a critical skill set to navigate the digital age. This review sought to broadly summarize the literature on associations between digital health literacy and (1) sociodemographic characteristics, (2) health resource use, and (3) health outcomes in the general population, patient groups, or parent or caregiver groups. A rapid review of literature published between January 2016 and May 2022 was conducted through a search of 4 web-based databases. Articles were included on the basis of the following keywords: "measured digital health literacy," "digital literacy," "ehealth literacy," "e-health literacy," "electronic health literacy," or "internet health literacy" in adult populations; participants were from countries where English was the primary language; studies had to be cross-sectional, longitudinal, prospective, or retrospective, and published in English. Thirty-six articles met the inclusion criteria. Evidence on the associations between digital health literacy and sociodemographic characteristics varied (27/36, 75% included studies), with higher education (16/21, 76.2% studies that examined the association) and younger age (12/21, 57.1% studies) tending to predict higher digital health literacy; however, other studies found no associations. No differences between genders were found across the majority of studies. Evidence across ethnic groups was too limited to draw conclusions; some studies showed that those from racial and ethnic minority groups had higher digital health literacy than White individuals, while other studies showed no associations. Higher digital health literacy was associated with digital health resource use in the majority of studies (20/36, 55.6%) that examined this relationship. In addition, higher digital health literacy was also associated with health outcomes across 3 areas (psychosocial outcomes; chronic disease and health management behaviors; and physical outcomes) across 17 included studies (17/36, 47.2%) that explored these relationships. However, not all studies on the relationship among digital health literacy and health resource use and health outcomes were in the expected direction. The review presents mixed results regarding the relationship between digital health literacy and sociodemographic characteristics, although studies broadly found that increased digital health literacy was positively associated with improved health outcomes and behaviors. Further investigations of digital health literacy on chronic disease outcomes are needed, particularly across diverse groups. Empowering individuals with the skills to critically access and appraise reliable health information on digital platforms and devices is critical, given emerging evidence that suggests that those with low digital health literacy seek health information from unreliable sources. Identifying cost-effective strategies to rapidly assess and enhance digital health literacy capacities across community settings thus warrants continued investigation.

The digitalization era is developing rapidly in Indonesia. The pandemic that occurred accelerated digital transformation in various fields. Various digital platforms were developed to support the continuity of education during the pandemic so that they could develop digital skills and improve the status of digital literacy in Indonesia. In addition to the positive impacts, there are also negative impacts from the development of digital transformation. The National Cyber and Crypto Polytechnic which focuses on information security is committed to encouraging increased digital skills and literacy in the surrounding community. Therefore, this time the National Cyber and Crypto Polytechnic located in Bogor Regency began to focus on developing digital skills and literacy among high school students or equivalent in Bogor Regency. The students' digital literacy status was first measured and then the right program or activity was determined to develop their digital skills and literacy. The digital literacy status was measured based on four pillars, Pillar 1 Digital Skill, Pillar 2 Digital Ethics, Pillar 3 Digital Safety, and Pillar 4 Digital Culture. Data collection was carried out by giving questionnaires to 276 high school students or equivalent who used the internet in Bogor Regency. Students give a score to each statement and then the score will be calculated as an average per pillar. The digital literacy index is obtained from the average score of all pillars. The digital literacy index result is 3.14 which is higher than the West Java digital literacy index of 2.78. In addition, pillar 2 Digital Ethic has the lowest score among the four pillars so that the next program is expected to aim to increase this score.

Effective integration of technology in teaching and learning activities in secondary schools is a reflection of learning capacities and experiences by teachers from previous learning. This paper explores the effect of teachers’ lifelong learning behaviours and the achievement of digital literacy. The paper specifically addresses the following objectives: teachers’ views on lifelong learning, the benefits of both lifelong learning and digital literacy, and how lifelong learning affects digital literacy in relation to integrating technology into teaching and learning in secondary schools. The paper systematically reviews secondary literature to evaluate teachers’ lifelong learning behaviours and its influence on their acquisition of digital literacy skills. Specifically, the focus is on teachers teaching in secondary schools. The paper is anchored on social learning theory developed by Albert Bandura. Approximately 20 research articles met the criteria for inclusion in this analysis. The analysis from the empirical studies has shown that lifelong learning by teachers is critical towards ensuring instructional effectiveness. Findings from developing countries' research have shown that most teachers find themselves far behind in terms of digital literacy, which affects the integration of technology in teaching and learning activities in secondary schools. There is a positive effect of teacher lifelong learning behaviours, digital literacy levels and integration of technology in classroom instruction in secondary schools. It is therefore concluded that teachers’ digital literacy competency levels are dependent on their lifelong learning behaviours. It is recommended that teachers should embrace lifelong learning behaviours through acquisition of digital literacy skills, which is key towards integration of technology in their instructional process in schools. Additionally, the government should ensure that secondary schools are properly provided with technological infrastructure facilities to enable teachers with lifelong skills to integrate them into their teaching and learning process. The Ministry of Education also needs to develop and promote lifelong learning policy to enable teachers to reposition themselves with the changing demands in the education sector and realities of the present world.

[Introduction]: This article argues that digital curation—the art and science of searching, analysing, selecting, and organising content—can be used to promote the development of digital information literacy skills among higher education students. Rather than relying on institutionally approved journal articles that have been pre-ordained as suitable for a given purpose, digital curation tools allow students to evaluate the quality of Web based-based content and then present it in an attractive form, all of which contributes to the cultivation of their digital literacy skills. We draw on a case study in which first- year information and communications technology (ICT) students used the digital curation platform Scoop.it to curate an annotated collection of resources pertaining to a particular topic. The notion of curation has undergone a significant transformation in the wake of an increasingly digital society. To 'curate,' traditionally referred to as 'taking care,' has morphed into a process of cataloguing, accessing, and representing artefacts. In the digital age, curation is a way of sifting, organising, and making sense of the plethora of information; it has become an important life skill without which one cannot fully participate in digital life. Moreover, the ready availability of information, made possible by the ubiquity of Internet technology, makes digital curation an essential skill for the twenty-first 21st century learner. In answer to this need, we are seeing the emergence of suites of digital tools, dubbed ‘curation’ tools, that meet the perceived need to locate, select, and synthesise Web content into open, user-organised collections. With information overload, a distinctive feature of the Internet, the ability to sift through the noise and dross to select high- quality, relevant content—selected on the basis of authority, currency, and fitness-for-purpose—is indeed a valuable skill. To examine this issue, we performed a case study in which a group of first- year Information and Communication Technology (ICT) students curated Web- based resources to inform an assessment task. We argue that curation platforms, such as Scoop.it, can be effective at cultivating the digital information literacy skills of higher education students.

This study focuses on the role of farmers’ digital literacy on their entrepreneurial income. Through household interviews and questionnaire distribution, data from 130 farmers in Jianggu Town, Sihui City, Zhaoqing are obtained. On this basis, farmers’ digital literacy is categorized into five dimensions, and the effect of each dimension on farmers’ entrepreneurial income is empirically tested by means of hierarchical regression analysis. The results show that “the dependence on smartphone and internet,” “the level of digital access,” “digital information literacy,” and “digital creation literacy” can all significantly affect the income level of entrepreneurial farmers. Based on this understanding, this paper puts forward three policy recommendations: to formulate a practical digital literacy cultivation plan; to establish a unified digital aggregation platform; and to popularize digitalization and informatization through multiple channels.

In facing the metaverse era, technology in language instruction plays an essential role in elevating students’ digital literacy. It leads teachers to integrate digital tools utilization in the instructional context to accommodate the students’ need for productive and meaningful learning. Following this issue, this research explores teachers’ and students’ voices regarding the empowerment of Digital Language Literacy in writing instructions. The research method used in this study is a case study. Researchers administered interviews and questionnaires as data collection instruments in obtaining the data. The open-ended interview was carried out with the lecturers of writing courses. Besides, the close-ended questionnaire was also administered to the students of writing courses. The participants of this current study were 3 lecturers and 40 students from two universities in Indonesia. To uphold the theoretical lens of Digital Language Literacy, this research uses and adapts the theory of Eshat (2004) and Porat, Blau & Barack (2018) as the underlying framework. The results showed the three aspects of lecturers’ and students’ perspectives in which they cover Digital Language Literacy implementation, Digital Language Literacy challenges and opportunities, and the ways to empower Digital Language Literacy in the writing instructions. As a result, the research findings contribute to improving digital language literacy implementation, specifically in teaching writing in EFL Higher Education context.

Digital financial literacy is an emerging concept that refers to the ability to effectively use digital tools, platforms, and services to manage personal finances. While previous studies have explored the behavioral effects of digital financial literacy, less is known about its broader well-being implications for financial consumers. In this study, we aim to examine the association between digital financial literacy and life satisfaction in a developed country context. Digital financial literacy was measured using a multidimensional scale that encompasses financial knowledge, digital literacy, digital financial service awareness, practical know-how of digital financial services, and self-protection against digital financial fraud. Using data of 1615 Korean adults who currently use digital financial services, this study estimated a series of regressions linking life satisfaction to digital financial literacy and covariates. The results showed a significant association between digital financial literacy and life satisfaction, with self-protection against fraud being the most influential subdimension. Notably, financial knowledge was not associated with life satisfaction when other dimensions of digital financial literacy were independently included in the regression models. These findings highlight the importance of digital skills and knowledge in navigating digital financial services. They also emphasize the need for targeted policies, financial education initiatives, and consumer protection measures to address the lack of digital financial literacy among marginalized populations.

Digital literacy in the era of technology-based educational transformation has become an essential competency. As educational leaders, school principals play a strategic role in ensuring the integration of digital technology in managing and developing learning at schools. However, previous research highlights a gap between the need for digital literacy in the field and the ability of school principals to utilize it effectively. Studies indicate that despite the availability of technology, digital learning has not been optimally implemented. This is attributed to the low competence of school principals in effectively using digital platforms. This research aims to develop and test the effectiveness of a strategic collaborative mentoring model as an approach to enhancing the digital literacy learning competence of school principals, particularly in using platforms like Google Meet and Canva. The study employed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design and development method, involving 40 school principals in Bojong District, Tegal Regency. The participants were divided into two groups: 20 principals in the control group and 20 principals in the experimental group. The learning tools trial was conducted using a t-test, while the effectiveness of the model was measured using the n-Gain Score test. The results indicate that the strategic collaborative mentoring model significantly improved the digital literacy learning competence of school principals. The average n-Gain Score shows a high category of improvement in the experimental group compared to the control group. The strategic collaborative mentoring model is effective in enhancing the digital literacy learning competence of school principals in supporting learning activities. This research contributes both theoretically and practically to the development of more strategic and collaborative mentoring-based training for school principals.

Developing a conceptual framework for digital platform literacy

The transformation of information technology has shifted the paradigm of Islamic dakwah from conventional methods to a participatory and interactive two-way communication model through various digital platforms. This study aims to construct the relationship between Islamic dakwah methods and digital media literacy within the context of modern religious education and communication. A literature review method was employed by examining scholarly works related to dakwah strategies, digital media, and media literacy. The findings reveal that digital dakwah is not merely an adaptation to technological advancements but also represents an epistemological transformation that demands creativity, wisdom, and an understanding of the socio-cultural context of digital society. Digital media literacy plays a crucial role in maintaining the integrity of dakwah, safeguarding it from value distortion, misinformation, and hate speech. Digital literacy competencies for da’i include the ability to access, evaluate, and ethically produce content, aligning with the principles of al-hikmah, al-mau‘izhah al-hasanah, and al-jidal bi al-lati hiya ahsan. Thus, digital literacy functions not only as a technical skill but also as a form of bashirah—dakwah grounded in knowledge, strategic awareness, and spiritual consciousness. The main conclusion of this study is that integrating digital literacy into dakwah practices can foster an intelligent, moderate, and humanistic Islamic dakwah ecosystem. Practically, this highlights the importance of creatively packaged dakwah that resonates with the digital generation's lifestyle, while socially, media literacy becomes a strategic instrument in combating disinformation and strengthening ukhuwah and humanitarian values. These findings also expand the dimension of digital literacy as an integral part of spirituality and intellectualism in contemporary dakwah practice.

Background. The integration of technology in education has become increasingly essential for enhancing learning experiences, yet the successful use of technology in teaching relies heavily on teachers’ digital literacy. Digital literacy refers to the ability to use, understand, and evaluate digital tools effectively, and it has been identified as a critical factor influencing the adoption and implementation of technology in the classroom. Purpose. This study investigates the relationship between teachers’ digital literacy and their use of technology in teaching practices. The primary objective is to assess how teachers’ proficiency in digital tools impacts their incorporation of technology into the learning environment. Method. A quantitative research design was employed, using surveys to collect data from 200 teachers across various educational institutions. Descriptive and inferential statistics were used to analyze the data, revealing a positive correlation between digital literacy and the frequency and effectiveness of technology use in the classroom. Results. The findings suggest that teachers with higher levels of digital literacy are more likely to utilize technology in diverse and innovative ways to support student learning. Conclusion. In conclusion, enhancing teachers’ digital literacy is crucial for optimizing the integration of technology in education, thus contributing to more effective and engaging learning experiences.

This research provides an in-depth review of the integration of digital literacy and cyber socialization in 21st-century education, positing the importance of these two aspects in preparing students for an ever-evolving world. Using PRISMA's framework for systematic analysis, the study evaluated articles from reputable journals between 2014 and 2024, presenting results that underscore a significant shift in the educational paradigm from traditional to digital. Digital literacy, defined as the ability to use technology efficiently, search and evaluate information, and communicate effectively on digital platforms, has become an essential requirement in modern education. The study shows that digital literacy not only improves technical skills but also supports critical and creative learning among students. In addition, digital literacy education includes teaching ethics and online safety and encouraging responsible internet use. Cyber socialization, with its focus on interaction through social media and digital platforms, has enriched the learning experience through wider collaboration and exchange of resources. However, it also poses challenges such as cyberbullying and security issues, which demand a structured educational response to address related social and psychological issues. The Industrial Revolution 4.0 and the COVID-19 pandemic have accelerated the acceptance of technology in education, emphasizing the importance of character education and the adaptation of innovative teaching methods. Education that is responsive to technological change must integrate digital literacy into all aspects of learning, leading to a more holistic and inclusive approach. Overall, the study underscores the importance of digital literacy and cyber socialization in shaping adaptive and supportive learning environments. 21st-century education must recognize and utilize technology not only as an auxiliary tool but as an integral part of the curriculum, to equip students with the skills needed to succeed in the digital age. By ensuring that digital literacy and cyber socialization are at the heart of education, we can anticipate future needs and challenges, shaping a generation that can not only survive but thrive in an ever-changing digital landscape.

Digital technologies can assist and optimize health care processes. This is increasingly the case in the musculoskeletal health domain, where digital platforms can be used to support the self-management of musculoskeletal conditions, as well as access to services. However, given a large proportion of the population with musculoskeletal conditions are older adults (aged ≥60 years), it is important to consider the acceptability of such platforms within this demographic. This study aims to explore participants' opinions and perceptions on the use of digital platforms for supporting the self-management of musculoskeletal conditions within older adult (aged ≥60 years) populations and to gather their opinions on real examples. A total of 2 focus groups (focus group 1: 6/15, 40%; focus group 2: 9/15, 60%) were conducted, in which participants answered questions about their thoughts on using digital health platforms to prevent or manage musculoskeletal conditions. Participants were further presented with 2 example scenarios, which were then discussed. Interviews were audio recorded, transcribed, and analyzed thematically. Participants were aged ≥60 years and with or without current musculoskeletal conditions. Prior experience of using smartphone apps or other digital health platforms for musculoskeletal conditions was not required. Focus groups took place virtually using the Teams (Microsoft Corp) platform. A total of 6 themes were identified across both focus groups: "experiences of digital health platforms," "preference for human contact," "barriers to accessing clinical services," "individual differences and digital literacy," "trust in technology," and "features and benefits of digital health technologies." Each theme is discussed in detail based on the interview responses. The findings revealed that most participants had some existing experience with digital health platforms for preventing or managing musculoskeletal conditions. Overall, there was a lack of trust in and low expectations of quality for digital platforms for musculoskeletal health within this age group. While there was some concern about the use of digital platforms in place of in-person health consultations, several benefits were also identified. Results highlighted the need for better communication on the benefits of using digital platforms to support the self-management of musculoskeletal conditions, without the platforms replacing the role of the health care professionals. The concerns about which apps are of suitable quality and trustworthiness lead us to recommend raising public awareness around the role of organizations that verify and assess the quality of digital health platforms.

Background. The background of this research lies in the change in educational paradigm triggered by the use of technology in foreign language learning. Technology integration has great potential to increase students' engagement, motivation and understanding of the target language. Along with this, Generation Z, as a group of students who grew up in the era of digital technology, has become the object of study because of the tendency to use technology intensively in learning. Purpose. This research has the general aim of exploring and understanding how digital literacy can be optimized in foreign language learning in Generation Z. Specifically, this research aims to identify patterns of technology use, detail the obstacles faced, and design solutions that can be implemented in increasing the digital literacy of students majoring in foreign languages. Method. This research methodology carries a quantitative approach with a research design in the form of a survey. The use of questionnaires as research instruments was carefully designed to explore aspects of digital literacy. Data collection was carried out via the Google Form platform with the participation of 30 Generation Z students, which is expected to provide an in-depth perspective regarding the experiences and challenges in their digital literacy. Results. The results of data analysis show a significant level of involvement of students in the use of digital devices, with the majority choosing learning via an application or digital platform. Digital literacy is an important focus, and the majority of students feel comfortable and confident in using digital resources. Nonetheless, challenges such as confusion in evaluating the authenticity of online information need to be addressed. Conclusion. Results Barriers and challenges to digital literacy include accessibility inequalities, lack of training, and technological changes. Strategies to overcome these obstacles vary, with students more likely to seek help from friends or teachers, seek online guidance, and try new learning methods. In conclusion, this research makes a significant contribution to the understanding of digital literacy of students majoring in foreign languages, with an emphasis on learning strategies that are holistic and tailored to students' individual preferences and needs.

Background and Purpose: The purpose of this study is to investigate STEM teachers' digital literacy and technological integration skills. The willingness of teachers to implement new teaching methods is one of the most important determinants of educational success. Engagement, confidence, curiosity, and comprehension of integrated STEM disciplines will increase as a result of indirect STEM integration teaching experiences. Therefore, it is essential to conduct research on STEM teachers' digital literacy knowledge since it is believed that STEM education, which focuses primarily on Science, Technology, Engineering, and Mathematics, involves complex science and engineering practices. Methodology: 150 teachers in STEM subjects from Kuala Terengganu were randomly selected to participate in the study using a simple and stratified random selection method. The data was collected using a questionnaire with five sections: respondent information, comprehension of digital tools, communication and collaboration, creation of digital content, security, problem-solving, and technology integration. Correlation and linear regression were used to analyse the data. Findings: Based on the findings, the level of digital literacy knowledge after COVID-19 was moderately high. In addition, there is a correlation between STEM teachers' digital literacy knowledge and their technology integration. It is estimated that STEM teachers’ knowledge of digital literacy influenced approximately 47% to technology integration. Contributions: This study's findings may be beneficial for identifying the digital literacy challenges teachers in STEM fields confront post-Covid-19. Future research can therefore emphasize the identification and development of effective educational materials and programmes for STEM teachers, as well as the integration of technology into teaching and learning, in order to further develop the digital literacy of STEM teachers. Keywords: STEM teacher, digital literacy, knowledge, technology integration, Covid-19. Cite as: Ramli, F. N. A., & Arsad, N. M. (2023). STEM teacher digital literacy: Relationship between digital literacy and technology integration in teaching and learning post Covid-19. Journal of Nusantara Studies, 8(2), 314-331. http://dx.doi.org/10.24200/jonus.vol8iss2pp314-331