Collaborative Strategic Mentoring Model to Improve Digital Learning Literacy Competencies (Google Meet And Canva) among School Principals

In today's rapidly evolving educational landscape, digital technologies have become increasingly prevalent, transforming how students access and engage with information. This study explores the relationships among digital learning, digital literacy, and academic performance in higher education, focusing on the moderating and mediating role of critical thinking. The adoption of digital learning platforms, such as online courses and virtual classrooms, has expanded educational access and flexibility. However, concerns regarding their effectiveness persist. Digital literacy, encompassing the ability to navigate digital tools and critically evaluate information, is crucial in this context. This research investigates how students' digital literacy levels influence their academic achievement and examines the mediating role of critical thinking in this relationship. Critical thinking is hypothesized to mediate the effects of digital literacy on academic performance and the impact of digital learning on critical thinking skills. Additionally, the study assesses whether critical thinking moderates the prime relationship between digital learning and academic performance. This descriptive, cross-sectional study employs structured questionnaires to gather primary data from 384 students enrolled in undergraduate, postgraduate, professional, and research programs at private universities in Bangalore, India. The findings indicate that the academic program significantly influences students' perceptions of digital literacy, digital learning, critical thinking, and academic performance, while demographic factors do not. Digital learning alone has a slight negative effect on academic performance, but digital literacy acts as a positive mediator, mitigating this impact. However, critical thinking does not significantly moderate the relationship between digital learning and academic performance.

This study explores the structural relationship among digital literacy, learning strategies, and core competencies among South Korean college students as well as the group differences between these variables depending on individual characteristics. Data analysis was conducted by correlation analysis, independent sample t-testing, and structural equation modelling. Participants were 916 college students from 10 colleges in South Korea. The results showed that i) no difference between groups existed in digital literacy and core competencies; however, a group difference existed in learning strategy; ii) digital literacy had a direct effect on core competencies and learning strategies had an indirect effect on the influence of digital literacy on core competencies; and iii) digital literacy can enhance the effect of core competencies when mediating learning strategy. This study suggests areas for future research, including developing digital technology-enhanced, competency-driven learning resources that account for the effects of cognitive, metacognitive, and resource management; the relationship between digital literacy and core competencies of learner characteristics such as achievement goal orientation, learning style, and academic self-efficacy; the effect of individual digital technologies on core competencies based on individual learning strategies through experimental and quasiexperimental designs; and qualitative studies on employing digital technologies and learning strategies.

The purpose of this study is to analyze the Leadership of Principals Based on Asah, Asih, Fostering in Increasing Teacher Digital Literacy, to analyze the obstacles encountered in the Strategy of Principals Based on Asah, Asih, Fostering in Increasing Teacher Digital Literacy, and to analyze the effectiveness of the Strategy of Asah-Based Principals, Love, Foster in Improving Teacher Digital Literacy. While this research uses a descriptive qualitative approach that serves as a way to understand and discover central phenomena, qualitative research can be used to understand and interpret people's experiences. The research subject is the party that the researcher wants to examine, namely the party that is the main target in a study. The subjects in this study were supervisors, school principals, all teachers, at Kusuma Mekar I Kindergarten, ABA Bugel Kindergarten, ABA Dukuh Kindergarten, Panjatan District. Data was collected using interview, observation, and documentation techniques. Data were analyzed using qualitative analysis. The results of the study show that leadership efforts based on the principles of compassion, care, and care in improving teacher digital literacy are planning digital literacy training for teachers, planning how teachers feel safe and comfortable to take part in digital literacy training, and planning to make an official order from the head of PAUD to participate. training that can be used as a sign that digital literacy training activities that teachers participate in are official and legal activities. Organizing is done by organizing digital literacy training so that it is carried out alternately by PAUD teachers so they don't have to close schools, organizing teachers so they can take part in training without teaching, organizing physical support for teachers who take part in training in the form of physical support in order to free teachers from teaching while they are participating. training. Supervision is carried out by supervising that the teacher concerned actually takes part in the training, supervising the teacher assigned to replace teaching actually replaces teaching, supervising that the physical and psychological needs of the teacher conducting the training are actually fulfilled. Evaluation is carried out by comparing the results of digital literacy training, examining the obstacles that occur in teachers replacing other teachers who are participating in digital literacy training, and examining the obstacles that occur when meeting the physical needs of teachers participating in digital literacy training activities. Internal obstacles to leadership based on the principles of compassion, care, and fostering in increasing teacher digital literacy are teachers who are still uncomfortable leaving their classes, and teachers who are reluctant to apply the knowledge they gain from training. External obstacles experienced by leadership based on the principles of compassion, care and fostering in digital literacy of teachers in the PAUD Panjatan cluster were protests from parents because classes had to start in the afternoon and also sudden service. The results of the study show that the effectiveness of leadership based on the principles of compassion, care, fostering digital literacy of teachers in the Panjatan PAUD cluster is seen and assessed from the indicators of the success of the principal in improving teacher literacy skills which is very good. Teaching based on the principles of teaching, caring, fostering digital literacy for teachers in the early childhood education group has been considered effective because teachers have mastered digital literacy skills after implementing leadership based on the principles of teaching, caring, fostering digital literacy for teachers in the early childhood education group. Ability to use digital learning media, ability to create technology and information-based learning media products, ability to create new ideas in carrying out learning, ability to use digital space-based learning media, ability to interpret other people's ideas, ability to communicate using digital technology, ability to understand and understand students , the ability to search for information using digital media, the ability to analyze information obtained from the digital world, the ability to interpret according to the context of socio-cultural understanding, the ability to guarantee the security of personal data when using information and communication technology.

BackgroundIn the context of educational digital transformation, digital literacy is increasingly recognized as a key psychological resource beyond technical skills. However, the specific mechanisms and group differences through which it influences college students’ psychological resilience remain underexplored. This study examines how digital literacy affects resilience through the mediating roles of digital learning engagement and digital learning ability.MethodsA survey of 1,256 students at Ningbo University was conducted using convenience sampling. Data were collected via a novel, self-developed Digital Literacy Scale, alongside established instruments for digital learning engagement, digital learning ability, and psychological resilience. Multiple regression and Bootstrap-mediated effect tests, performed in Stata 16, were utilized to rigorously analyze the hypothesized pathways.ResultsResults revealed three key findings: (1) Digital literacy significantly and positively predicted college students’ psychological resilience (β = 0.063, p < 0.01). (2) Digital learning engagement and digital learning ability collectively demonstrated a significant partial dual-mediating role between digital literacy and psychological resilience. (3) Heterogeneity analyses revealed a differential pattern across subgroups, with stronger positive effects observed among female students and those from rural backgrounds, while an inverse association emerged among students with lower baseline psychological resilience.ConclusionThis study confirms that digital literacy directly and indirectly has a positive effect on college students’ psychological resilience, through the mediation of digital learning engagement and digital learning ability. These findings support a validated dual-path model, underscoring the practical value of integrating targeted digital literacy training into educational programs aimed at building student resilience.

This article aims to determine the development of literacy and digital learning on student learning motivation at Madrasah Aliyah Negeri 2 Sukabumi City. This type of research uses a qualitative method with a qualitative descriptive approach which focuses on collecting data and information from relevant sources using the interview method. Digital literacy is an individual's ability to use digital technology effectively in accessing, streaming, storing, producing and communicating using information online. Digital learning refers to the use of digital technology in the learning process, which involves the use of electronic devices and the internet to access and share knowledge. This article will review students' opinions regarding how the development of digital literacy and learning plays a role in increasing the accessibility, synchronization and effectiveness of learning in the current era. As well as its influence on student learning motivation. This research will also explore how increasing digital literacy and the use of digital learning can influence students' learning motivation, by considering factors such as ease of access to information, comfort in using technology, and the ability to learn more personally and appropriately. for individual needs. Thus, it is hoped that this article can provide insight into the importance of literacy and digital learning in the context of modern education, as well as how these two aspects can support increasing student learning motivation at Madrasah Aliyah Negeri 2 Sukabumi City.

The development of the Islamic Religious Education (PAI) curriculum in the era of the Fourth Industrial Revolution (4.0) faces specific challenges, including limited technological infrastructure, varying levels of teacher competence, and the readiness of students to utilize digital tools. This study aims to identify and analyze innovative models for developing the PAI curriculum and learning approaches suitable for the 4.0 era, focusing on integrating technology and competency-based learning methodologies. The research employed a qualitative approach with a case study design. Data were collected from 5 school principals, 10 PAI teachers, and 50 high school students in [specify location] through participatory observation, in-depth interviews, and document analysis. Thematic analysis techniques, including data reduction, display, and conclusion drawing, were applied. The findings reveal that implementing technology-based innovations, such as digital applications and online learning platforms, significantly enhances learning effectiveness and motivates students. Moreover, aligning the curriculum with technological advancements fosters students’ digital literacy, spiritual development, and social competence. Practically, these findings offer actionable insights for educators, policymakers, and educational institutions. Teachers can adopt innovative digital tools to enrich the teaching process, while policymakers can design strategies to support the integration of technology into PAI curricula. Institutions are encouraged to invest in teacher training and infrastructure improvements to ensure the effective application of these innovations.

The education system worldwide was shaken by the COVID-19 pandemic, forcing a shift to online learning that posed significant challenges for Physical Education (PE) classes. Many students lacked the technological skills to succeed in virtual environments, impacting their learning experiences. This study examines the relationship between Digital Literacy (DL) and Online Learning Self-Efficacy (OLSE) in PE classes, addressing the scarcity of studies focused on Filipino students’ DL and OLSE. A survey was conducted among 331 PE students from a selected higher education institution with at least six months of online learning experience. Findings revealed a strong positive correlation between DL and OLSE, highlighting the importance of digital competence in fostering confidence in online learning. As education continues integrating technology post-pandemic, these results provide valuable insights for PE instructors in designing strategies that enhance students’ digital adaptability and self-efficacy. By understanding students’ current DL and OLSE levels, educators can develop targeted approaches to support digital learning, ensuring students are well-prepared for the evolving educational landscape. This study serves as a foundation for future research and practical applications in digital learning within PE, particularly in the context of Filipino students.

The rapid evolution of digital technology has significantly influenced learning systems. Digital technology serves as a catalyst for transformative shifts in the manner in which individuals engage in many activities including educational pursuits. The widespread use of digital technology throughout all sectors, including education, has served as a catalyst for students to embrace and utilize new technology. However, challenges arise with the incorporation of digital technology into the classroom. This study investigated the relationship between digital literacy and academic performance, taking into account the role of digital informal learning, self-efficacy, and students’ digital competence as mediators. This study utilized a quantitative methodology employing a structured questionnaire for data collection and Structural Equation Modeling (SEM) for hypothesis testing. This study found that improving students’ digital literacy skills can lead to thriving in academic pursuits. The empirical findings demonstrate that an increase in digital literacy improves digital competence, informal digital learning engagement, and digital self-efficacy. Additionally, possessing digital competence, engaging in digital informal learning, and having digital self-efficacy increases the likelihood of academic success. Therefore, digital competence, digital informal learning, and digital self-efficacy serve as partial mediators in the relationship between digital literacy and academic success. Hence, possessing digital competence, engaging in digital informal learning, and having digital self-efficacy contribute to enhancing the influence of digital literacy on academic achievement. These findings offer insightful implications for educators and policymakers.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

A digital environment produces new concepts and understanding of language learning and teaching. Students are encouraged to be able to manage their goals and learning process independently. However, the success of self-regulated learning (SRL) in the digital era depends on the student's ability to explore the latest technology, which is defined as digital and information literacy. The problem comes when the use of higher technology unbalances students' digital and information literacy levels. Therefore, this research examined digital and information literacy skills as a base for ELF self-regulated learning. The researcher designed quantitative research. The questionnaires were distributed to 70 respondents from EFL students at the Department of English, Universitas Negeri Malang. Questionnaire data were analyzed using descriptive statistics to find digital literacy skills. The result showed that the students have a high level of digital literacy. There are underlying factors affecting their decisions and preferences that were explicated in the questionnaire responses, such as intake year, study load, and motivation. The findings about students' digital literacy can support teachers in planning interactive digital language learning. At the higher education level, there should be more practice and monitoring of collaborative learning activities.

Motivational beliefs, an important contrivance in elevating digital literacy among university students

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.

This study investigated how preschoolers’ learning behaviors moderate the relationship between home digital resources and their digital literacy. Digital literacy was conceptualized in two domains: operational digital literacy, which involve the ability to manipulate digital devices, and cultural digital literacy, which emphasize creative engagement and meaning-making. Participants included 514 preschool-aged children and their mothers in South Korea. Mothers reported on home digital resources and children’s learning behaviors, while validated scales were used to assess operational and cultural digital literacy. Moderation analyses tested whether competence motivation, attention/persistence, and learning strategy influenced the strength of the relationship between digital access and literacy outcomes. The results showed that access to home digital resources significantly predicted both operational and cultural digital literacy. For operational digital literacy, competence motivation and learning strategy strengthened the effect of digital access, suggesting that motivated and strategically engaged children gained greater technical benefits. Attention/persistence, however, did not moderate this relationship. For cultural digital literacy, competence motivation again acted as a positive moderator, indicating that motivated children engaged more deeply with symbolic and creative aspects of digital media. In contrast, learning strategy unexpectedly weakened the relationship, suggesting that children with less structured approaches benefited more from home digital exposure in this domain. These findings highlight that digital device access alone is not sufficient for literacy development. Children’s motivational and strategic dispositions shape how digital resources are translated into digital literacy development. Effective approaches to supporting early digital literacy should integrate both access to digital tools and opportunities to foster motivation, curiosity, and self-regulation in young learners.

To explore the mechanism among digital literacy, online learning satisfaction, online learning engagement, and parents’ educational expectations, a survey-based quantitative research approach was adopted to collect data. A total of 916 Chinese junior high school students completed an online questionnaire that included the digital literacy scale, online learning engagement scale, perceived parental expectation (PPE) scale, and satisfaction with online learning scale. The analysis of the moderated mediation model revealed several key findings: (1) digital literacy had a positive correlation with online learning engagement and online learning satisfaction; (2) online learning engagement mediated the relationship between digital literacy and online learning satisfaction; (3) parents’ educational expectations moderated the first half path (i.e., the association between digital literacy and online learning engagement) of the mediating effect. In other words, the relationship between digital literacy and online learning satisfaction could be characterised as a moderated mediated model. More measures should be taken to improve junior high school students’ digital literacy and express parents’ educational expectations appropriately to promote the quality of online learning.