Defining digital mentoring to advance adult digital inclusion

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.

Nurses play a pivotal role in improving the quality of healthcare services through innovation in the nursing care delivery system by using technological advancement. Digital knowledge and mindset are useful for further developing digital skills and literacy among future nurses to form digital citizenship. This study aimed to analyze the correlation between digital knowledge and mindset with digital skills, literacy, and citizenship among nursing students. The mind sponge theory was used in study conceptualization and results interpretation. This quantitative study utilized a cross-sectional design. The population was all nursing students in two private nursing institutions located in Bangkok, Thailand (n=476) and Surabaya, Indonesia (n=179). Samples were the total population. Self-developed, valid, and reliable instrument was used in data collection. Descriptive statistics and correlation test were used in data analysis (α<.05). Findings showed that digital knowledge did not correlate with digital mindset (p=.94), but it was weakly correlated with digital skills, literacy, and citizenship (ρ=.12-.16; p<.05). Digital mindset was strongly correlated with digital skills, literacy, and citizenship (ρ=.56-.60; p<.05). Digital skills had a strong correlation with digital literacy and citizenship (ρ=.58-.67; p<.05), while digital literacy was strongly correlated with digital citizenship (ρ=.59; p=<.05). The synergy of digital mindset, skills, and literacy are recommended to support the digital citizenship formation. We strongly recommend the implementation of collaborative learning method in nursing education. This method promotes the information filtering and exchanging behaviors among students important for digital nursing.

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

This article aims to explore the challenges associated with providing digital resources to stakeholders and identifying the obstacles and barriers to the successful design and exploitation of digital resources in the classroom and a wider learning environment. As a direct consequence of Covid-19 and the physical closure of schools we can now identify three specific content-producing cultures emerging within the educational community (Marcus-Quinn, A., T. Hourigan, and S. McCoy. 2019a. “‘The Digital Learning Movement: How Should Schools Respond?’.” Economic and Social Review 50 (4): 767–783). On the top tier we can see the independently developed resources by private educational companies that have been designed with accessibility hardwired into the resources. Such accessibility caters to the widest range of user needs. The second tier provides digital materials that have been produced by teachers in schools that have a ‘tech-driven’ agenda; such schools do not make it mandatory for teachers or students to use privately produced books. The third tier comprises teachers, outside of a formal community of practice, who use privately produced resources but modify them to suit their student needs better. There has been a rapid migration to digital learning as a direct response to the challenges posed by Covid-19 in schools (Mohan, G., S. McCoy, E. Carroll, G. Mihut, S. Lyons, and C. Mac Domhnaill. 2020. “Learning for all? Second-level education in Ireland during COVID-19.” ESRI Survey and Statistical Report Series 92 June 2020.). As schools have scrambled to adapt to this ever-changing environment, digital inclusion has never been more critical as school communities now navigate these new learning experiences (Hall, Byrne et al. 2021; Marcus-Quinn, A., and T. Hourigan. 2021. Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice. Cham: Springer.; Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021a. “Exploring the Ripple Effect of ‘Always On’Digital Work Culture in Secondary Education Settings.” In Handbook for Online Learning Contexts: Digital, Mobile and Open, edited by A. Marcus-Quinn and T. Hourigan, 339–353. Cham: Springer, Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021b. “Technostress in Secondary Education Settings.” Coping with COVID: Advancing Education. The Naace Journal 89: 17–23). To comply with European legislation passed in 2019, public sector organisations and private companies and organisations need to check the accessibility of their websites, mobile apps, and media content (Oncins, E., and P. Orero. 2021. “Let's put Standardisation in Practice: Accessibility Services and Interaction.” Hikma 20 (1): 71–90. https://www.pdsttechnologyineducation.ie/en/Planning/Digital-Learning-Framework-and-Planning-Resources-Post-Primary/Digital-Learning-Framework-for-Post-Primary-Schools.pdf). The educational publishing sector should also adhere to these common accessibility standards ensuring that digital content conforms to digital equity, diversity, and inclusion principles (Mihut, G., S. McCoy, and B. Maître. 2021. “A Capability Approach to Understanding Academic and Socio-emotional Outcomes of Students with Special Educational Needs in Ireland.” Oxford Review of Education.). During the Covid-19 pandemic it became clear that there is an appetite for high-quality open-access digital teaching and learning materials (Eivers, E., J. Worth, and A. Ghosh. 2020. Home Learning During COVID-19: Findings from the Understanding Society Longitudinal Study. Slough: National Foundation for Educational Research.). To improve the consistency and reusability of such resources the education community would benefit from easy access to shared quality templates that are professionally designed and usability tested. Such an initiative is unlikely to happen without buy-in from publishers in conjunction with the Department of Education. Such collaboration was behind the successful establishment of Scoilnet: Ireland’s national repository for shared digital teaching and learning materials. During the pandemic Scoilnet compiled a list to highlight the Open-access resources available to stakeholders and requested that teachers make recommendations and upload such resources to the Scoilnet portal. It is clear that such resources need to be designed and developed, and this requires professional time and resources. We cannot expect this to happen without cost.

As Malaysia transitions into an ageing society, older adults increasingly face challenges in acquiring digital literacy, which impacts their ability to engage with essential online services, financial transactions, healthcare applications and communication platforms. The percentage of individuals aged 65 and above in Malaysia rose from 7.2% in 2022 to 7.4% in 2023, highlighting the growing needs for digital inclusion among this demographic. While internet adoption among older individuals is increasing, many still struggle due to psychological, cognitive, and physical barriers. Factors such as low self-efficacy, fear of complexity, and age-related physical limitations hinder their effective use of digital applications. Despite government initiatives such as MyDigital and the Malaysia Digital Economy Blueprint, gaps in digital literacy persist among older adults. Research suggests that intergenerational programs (IPs), where younger individuals assist older adults in learning digital skills, can bridge this gap. These programs promote collaborative learning, reduce social isolation, and foster meaningful intergenerational relationships. However, existing instructional strategies within IPs often fail to accommodate the specific learning needs and preferences of older adults, limiting their effectiveness. Addressing these instructional gaps is essential to ensuring older adults' successful integration into the digital world. This study aims to investigate the preferences of older adult individuals in Malaysia regarding digital applications and to propose effective intergenerational instructional strategies that enhance their digital learning experiences. This qualitative study explores older adults' preferences for digital applications and their experiences with intergenerational instructional strategies in Malaysia. A total of 26 older adults and 13 young instructors participated in digital applications workshops at two Pusat Aktiviti Warga Emas (PAWE) centres on August, 2024. Older adults were paired with young instructors in small groups to guide them in using digital applications through hands-on learning. Data collection involved semi-structured interviews before and after the sessions, as well as observations. Thematic analysis is used to analyse interview data, identifying key insights into improving digital learning for older adults in Malaysia. The study, conducted at two PAWE centres in Perak, Malaysia, explored intergenerational digital learning between 26 older adults (ages 59-82) and 13 young instructors (ages 20-24). Findings highlight the importance of structured instructional strategies, including interactive learning, direct instruction, and clear communication, to enhance digital literacy among older adults. Personalized learning approaches, small group discussions, and adapting content to individual needs improve engagement and comprehension. Smartphone familiarity plays a key role, with participants favouring WhatsApp and Facebook for communication. Older adults face challenges such as fear of complexity, physical limitations, and security concerns, while young instructors benefit from training to improve communication and instructional skills. The program fosters confidence, intergenerational bonding, and digital inclusion, demonstrating the value of tailored learning strategies in bridging the digital divide.

PurposeThe integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.Design/methodology/approachThe research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).FindingsThe findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.Originality/valueThis study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

The aim of this research is to identify the differences in access to technologies and digital skills of the population according to their socioeconomic characteristics and to analyse the opportunities offered by new emerging learning environments to promote the social inclusion of vulnerable groups. The digital divide is defined as inequality in the access, use, or impact of information and communication technologies (ICT), and, to address it, it is necessary to build on the conceptual frameworks developed in research to date. This study seeks to 1) identify the main difficulties in digital access and skills and 2) explore what the adoption, design, development, and adaptation of emerging learning technologies mean for the most disadvantaged groups. A quantitative, research design was used. The results obtained show that there are differences in digital skills and access according to education and income level. Different statistical analyses were used, such as non-parametric tests and tests of association between variables. The survey was carried out on a proportional sample of 400 people in La Rioja (Spain). Data was collected through online and face-to-face surveys. A quantitative approach was implemented in the first phase. In the second phase, students of the Social Work degree programme, social work professionals, and users of the Senior Citizens' Center (older adults) were included. The qualitative research is based on the development of digital literacy, which seeks to test and provide new insights into the use of innovative learning-teaching methodologies, with digital materials (micro videos), to promote the use and knowledge of ICT as a means of bridging social (as well as digital) divides.

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.

The research objective was to analyze the positive relationship between self-efficacy and digital literacy skills, both together and independently, with digital simulation learning outcomes. The population in this study were all students of SMK Taman Harapan 1 Bekasi in the 2020/2021 academic year. Sampling was done by random sampling as many as 72 students from four expertise programs. The digital simulation learning outcome instrument uses a test while the self-efficacy instrument and digital literacy skills use a non-test in the form of a Likert scale. The research hypothesis was tested using correlation and multiple regression. The results show that: 1) There is a positive relationship between self-efficacy and digital simulation learning outcomes, 2) there is a positive relationship between digital literacy skills and digital simulation learning outcomes, and 3) there is a positive relationship between self-efficacy and digital literacy together with Digital Simulation learning outcomes. The conclusion of this research is that self-efficacy and digital literacy skills are positively related to Digital Simulation learning outcomes, both together and independently. Thus, the higher the self-efficacy and digital literacy skills of the students, the higher the learning outcomes of digital simulation for students of SMK Taman Harapan 1 Bekasi. 
 Keywords: Self-Efficacy, Digital Literacy, Learning Outcomes, Digital Simulation

Backround Digital health readiness refers to the development of health services through digital technologies and the ability to use digital technology to meet health needs and is defined as the main determinant of health. Digital access, usage of digital technology, digital literacy and the development of digital health literacy contribute to the improvement of health processes and are thought to be a useful solution against health problems that may arise in the follow-up of cardiometabolic diseases. Participation in rehabilitation programs is significant in the follow-up of cardiometabolic diseases and digital health literacy plays an important role in self-management of the disease and participation in digital cardiac rehabilitation programs. Purpose The aim of our study is to examine the results of the digital usage and skills, which assesses digital health readiness and willingness to learn new digital health tools in individuals with cardiometabolic diseases. Methods 100participants(mean age=52.28±11.99/years,F:55, M:45) aged 20-80 years and diagnosed with cardiometabolic diseases including hypertension, diabetes mellitus, obesity and cardiac diseases were included in the study. The participants' age ranges were categorized as Group1(20-40 ages between), Group2(41-59 ages between), and Group 3 (60-80 ages between) and educational levels were categorized as high school and below, and university and above. Each participant was presented with 20 statements under the headings of digital usage, digital skills, digital literacy, digital health literacy, and an additional category of digital learnability that Digital Health Readiness Questionnaire and was asked to rate them from 1to5. Results There was a significant difference between the age groups in the digital usage category of the participants(F=6.89,p=0.002).The significant difference between group1 and group2 (p=0.034)and between group1 and group3(p=0.001)was in favor of group1.No significant difference was found between age groups in the categories of digital usage, digital technology usage, digital literacy, digital health literacy and digital learnability(p>0.05). In digital usage, internet use had the highest participation rate (4.64±0.91),while activity tracker use was found to be the lowest(2.01±1.67). Conclusion This study found that participants aged20–40,especially those with higher education levels, were more likely to use digital devices such as smartphones, laptops, and wearable activity trackers. Younger age and higher education were associated with greater digital usage, learnability, and motivation to develop digital skills. Prior assessment results of this study support that promoting digital health literacy in all age groups can increase the prevention, management and rehabilitation of cardiometabolic diseases by improving healthy lifestyles and control of risk factors.

Although Bangladesh has adopted many digital initiatives, it continues to grapple with widespread digital disparity and social inequality. Through semi-structured interviews, this study explores the dynamics of the digital divide and the perceptions and experiences of undergraduate students in Bangladesh in ICT education and learning. The findings indicate that, despite the significant impact of the digital divide, caused by multifaceted socioeconomic inequality, ICT education has largely failed to provide students with essential digital skills. This article emphasizes the need for an effective learning environment that prioritizes three interconnected dimensions: equal access, resources, and digital literacy. By examining the interplay between digital divides and the imperative of integrating e-learning into pedagogical strategies, this study contributes to the field of educational policy and technology. Ultimately, this article advocates a digitally inclusive and student-centred digital learning environment in the technology-poor setting of higher education in Bangladesh.

This study aims to investigate the effect of digital literacy skills and learning motivation on students' online learning outcomes in Fiqh subjects at Madrasah Tsanawiyah (MTs). The approach used in this study is quantitative with the data collection technique being a survey model. The sample includes 52 students, along with the corresponding teacher, from MTs Nurul Falah. The correlation data analysis is conducted using SPSS 25 software. The findings reveal a significant influence of digital literacy skills and learning motivation on online learning outcomes. Specifically, digital literacy skills account for a 90% influence on the online learning outcomes of MTs Nurul Falah students, while learning motivation accounts for an 88% influence. Moreover, the combined impact of both variables on online learning outcomes is 82%. The implications of this study underscore the necessity of enhancing digital literacy skills and nurturing learning motivation in online Fiqh courses at MTs Nurul Falah to improve students' learning outcomes. This can be accomplished through adequate training and support for students and teachers to develop digital literacy skills and learning motivation. Additionally, it is crucial to address the internal factors influencing students' digital literacy. Moreover, addressing factors such as technical issues and student motivation within the online learning environment is equally essential for optimizing online learning experiences.

Digital inclusion and literacy facilitate access to health information and can contribute to self-care behaviors and informed decision-making. However, digital literacy is not an innate skill, but rather requires knowledge acquisition. The present study aimed to develop, conduct, and measure the impact, on digital and health literacy, of a digital inclusion program aimed at community dwellers. The program targeted the recruitment of people aged 55 and older that owned mobile devices with an internet connection in 3 cities in northern Portugal (Paredes de Coura, Guimarães, and Barcelos). The program was titled the Workshops for Online Technological Inclusion (OITO) project and, in each city, was promoted by the coordinator of municipal projects and organized as an in-person 8-workshop program, using mobile devices, smartphones, or tablets. A quasi-experimental design was used with a nonrandomized allocation of participants in each set of 8 workshops. Sociodemographic, health status, and mobile use information were collected at baseline. Digital and health literacy were measured via the Mobile Device Proficiency Questionnaire and the Health Literacy Scale questionnaires, respectively, at baseline (T1), program completion (T2), and a 1-month follow-up (T3). A self-reported measure of autonomy was evaluated at T1 and T2 using a visual scale. Most participants were women with primary schooling (up to 4 years) aged between 65 and 74 years and retired. The intervention had an 81% (97/120) recruitment rate, 53% (43/81) adherence, and 94% (67/71) satisfaction rate, with 81 participants completing the entire 8-workshop program. Most participants had owned their mobile device for more than one year (64/81, 79%), were frequent daily users (70/81, 86%), and had received their mobile device from someone else (33/64, 52%). Over 80% (71/81) of the participants who completed the intervention used Android smartphones. At baseline, participants had low baseline scores in digital literacy, but medium-high baseline scores in health literacy. They showed significant improvement in digital literacy at T2 and T3 compared to T1, but without a significant difference between T2 and T3, regardless of sex, age, or schooling. A significant improvement in self-reported autonomy was observed at T3 compared with baseline. Regarding health literacy, no significant differences were found at T2 or T3 compared to the baseline. The feasibility indicators showed that the OITO project methodology had a substantial rate of recruitment and satisfaction. Program participants had significant improvement in digital literacy after 8 workshops and maintained their score 1 month after completing the intervention. There was no significant change in health literacy during the project period.

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.