Exploring Digital Inclusion in Loíza, Puerto Rico: Evidence from the Project OCEBAL

E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.

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.

India, as one of the countries with the largest population in the world, faces major challenges in increasing digital literacy in rural areas. Inequality of access and understanding of information technology can hinder social and economic development in rural communities. Therefore, community service through digital literacy initiatives is important to overcome this problem. This article aims to document and analyze community service efforts in increasing digital literacy in rural Indian communities. The main goal is to empower rural communities with basic skills and knowledge of digital technologies so they can access educational opportunities, employment, and online services more effectively. The service method uses Asset Bassed Community Development (ABCD) involving collaboration between educational institutions, non-governmental organizations, and local communities. These programs include practical training, workshops, and access to digital resources. The results of this service showed a significant increase in understanding of digital technology among the participating rural Indian communities. Program participants actively use digital devices for educational purposes, job searches, and communicating with government and health services. Additionally, there is increasing awareness of the economic potential that can be gained through digital literacy skills. So, it is concluded that digital literacy initiatives that focus on community service have great potential to empower rural communities in India. Through collaboration between various parties, rural communities can be given the tools they need to participate in the digital era, reducing inequality of access and opening the door to new opportunities. This article underscores the continued importance of such community service efforts to support inclusive development in India.

Digital literacy has emerged as a critical skillset in response to the rapid evolution of digital technology. The COVID-19 pandemic has notably accentuated its significance, particularly in educational settings. In this study, a bibliometric analysis using VoS Viewer was conducted on 725 articles retrieved from the Google Scholar database, covering the period from 2013 to 2023. Employing qualitative methods, this research aims to comprehensively analyze the research trends in Digital Literacy in Education, focusing specifically on its practical applications and outcomes. The findings of the study provide multifaceted insights into the use of digital literacy in education. Through cluster analysis, prominent themes and interrelationships within the field have been identified and interpreted. Notably, the results shed light on the actual implementation and observed outcomes of digital literacy initiatives in educational contexts. The analysis discerns the practical implications and tangible effects of digital literacy on learning outcomes, pedagogical strategies, and student engagement. This study emphasizes the need for a nuanced approach to digital literacy, moving beyond mere technical competence. It underlines the importance of integrating responsible use, critical thinking, and digital citizenship within educational curricula and pedagogical practices. The research findings assert the necessity of aligning digital literacy initiatives with evolving educational needs to equip students with essential skills for navigating the digital landscape effectively. The implications of this study extend to policymakers, educators, and researchers involved in digital literacy initiatives. Highlighting the actual utilization and impact of digital literacy in education, the study urges stakeholders to refine educational practices and policies. Furthermore, it underscores the significance of continuous integration and adaptation of digital literacy within educational frameworks, aiming to harness its potential for enriching learning experiences and preparing students for the demands of the digital age. This research contributes to an in-depth understanding of the practical application of digital literacy in educational settings. It accentuates the pressing need to observe, assess, and adapt digital literacy initiatives to foster comprehensive learning outcomes.

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.

This study examines the sustainability of Small and Medium-Sized Enterprises (SMEs’) in the Special Region of Yogyakarta, Indonesia, by assessing the combined effects of local government initiatives, digital financial literacy, and entrepreneurial competencies. The objective is to determine how these factors enhance long-term business viability in an increasingly digital economy. A mixed-method design was employed. In the qualitative phase, observations and in-depth interviews with officials from the Department of Industry and Trade explored the policy environment and SMEs’’ challenges, and themes from this stage were used to refine the survey instrument. In the quantitative phase, a structured survey of 338 SME owners measured digital financial literacy, entrepreneurial competencies, and sustainability practices. Data were analyzed using partial least squares structural equation modeling, including reliability and validity assessment, model fit evaluation, and bootstrapped hypothesis testing. Results show that both digital financial literacy (β = 0.546) and entrepreneurial competencies (β = 0.367) significantly influence SME sustainability, jointly explaining over 70% of the variance. The region’s policy environment—through initiatives such as incubation programs, Jogja Mark, the Sibakul Jogja platform, QR code payment adoption, and training—plays an enabling role in this relationship. The findings emphasize that digital financial literacy has the stronger effect, highlighting the importance of secure payment use, budgeting, and record-keeping for resilience and growth. The study contributes by integrating local policy, digital literacy, and entrepreneurial competency into a single empirical model, offering novel evidence on how these dimensions interact to support SME sustainability. The results provide actionable guidance for policymakers to strengthen digital financial capacity and tailor competency programs to sectoral needs.

The development of female entrepreneurs who can propel social justice, creativity, and economic progress is essential to realizing the goal of Vikasith Bharat 2047, which calls for India to become a developed country. This research examines how skill-building, digital literacy, and capacity-building initiatives might enable women to break through conventional obstacles and start profitable businesses. As the economy becomes more digitalized, technology becomes a potent facilitator that gives women access to markets and business prospects. Notwithstanding progress, a number of Indian women entrepreneurs still encounter obstacles such restricted access to resources, mentoring, education, and financing. Their engagement in the formal sector is further limited by ingrained sociocultural norms and gender prejudices. Targeted initiatives are needed to improve women's digital and entrepreneurial skills in order to overcome these limitations. The study emphasizes effective programs that support women-led enterprises, including as government efforts like Start-up India and Digital India, as well as corporate and non-governmental collaborations. Case studies show how women entrepreneurs have used digital literacy initiatives and skill-building seminars to innovate, grow their enterprises, and support national development. The significance of gender-responsive legislation, extensive mentorship programs, reasonably priced technological access, and strong market networks is emphasized in strategic suggestions. India can unleash enormous economic potential, promote inclusiveness, and create a resilient, self-sufficient country by giving priority to women-centric entrepreneurial ecosystems backed by funding and regulatory frameworks. Achieving the ambitious aim of a progressive and inclusive Vikasith Bharat by 2047 requires empowering women entrepreneurs.

Purpose— This study analyzes the efforts of Bank Indonesia in enhancing digital financial literacy to prevent digital financial crimes in Serang City, focusing on communication planning, resource organization, and educational campaigns.Design/methods/approach – Using a qualitative case study approach, data were collected through in-depth interviews with key stakeholders and analyzed to understand the communication strategies employed by Bank Indonesia.Findings – The study highlights a direct relationship between enhanced digital financial literacy and reduced digital financial crimes. It contributes to the literature on financial literacy and communication strategies, offering insights for policymakers and financial institutions.Research implications/limitations— While limited to a single case study in Serang City, this research offers localized insights that may not be broadly generalizable but provide a strong foundation for future studies.Originality/value – The study provides unique insights into how digital financial literacy initiatives can be localized to address the specific challenges faced by smaller cities like Serang, which often experience gaps in digital literacy and financial inclusion

In efforts to improve students' digital literacies on a STEM-focused campus, one university created a digital literacies initiative to support both faculty and students. Faculty development programming supported the development of assignment parameters, detailed assessment rubrics, and scaffolding activities. A campus tutoring center was piloted to support students' acquisition of digital literacies. This chapter offers examples from three faculty members who participated in the digital literacies initiative and implemented digital literacy assignments in their courses. The researchers offer best practices for campuses interested in developing digital literacy initiatives.

Digital literacy, as one of the essential 21st-century skills, has become a critical competence in university students’ processes of accessing, evaluating, and using information. This study aims to reveal the role of university libraries in developing students’ digital literacy skills by examining current online training practices and resources. The research was conducted using a qualitative research approach through document analysis. The findings indicate that libraries’ digital literacy initiatives are mostly focused on database usage and information access, while issues such as copyright, digital security, and critical evaluation are insufficiently addressed. Moreover, significant differences were observed among libraries in terms of the currency of materials and the use of interactive learning tools. The study highlights the need for university libraries to make their digital literacy training more comprehensive, up-to-date, and interactive. The results may contribute to strengthening digital literacy in higher education and to policy and practice aimed at bridging the digital divide among university students in developing countries.

Introduction: The rapid growth of internet and smartphone use in Cameroon has made social media a significant source of health information for young adults, but the cross-cultural impact of this trend is under-researched, necessitating the development of culturally tailored health communication strategies. Methods: The study employed an online survey from October 2023 to June 2024, involving 151 Cameroonian youth aged 18-35. It aimed to identify factors associated with health information-seeking behavior and digital literacy using descriptive statistics and linear regression analyses. Results: This study reveals extensive digital platform usage among Cameroonian youth, with 87.5% actively using WhatsApp and 40.39% spending over five hours daily on social media. Health-related topics frequently sought include infectious diseases (59.4%), sexual and reproductive health (46.1%), and exercise and fitness (39.1%). Additionally, 74.17% of participants shared health-related information on social media. Regression analysis highlights the significant impact of cultural background on health information-seeking behaviour and digital literacy, with cultural factors influencing confidence in evaluating reliable health information (R2=0.2074, P<2.2e-16). Despite 24.5% of participants receiving formal training, 75.5% lacked digital health literacy training, emphasizing the need for targeted interventions. Conclusion: Cultural factors, such as traditional beliefs and religious values, are pivotal in shaping participants’ trust in and interpretation of health information shared on social media. This study emphasizes the need for culturally tailored digital health literacy initiatives to improve the accessibility and reliability of health information.

Digital literacy as part of information literacy is important in the development of the world of information and technology today, and also as a capital to participate in digital society. The European Union Commission has provided a three-stage initiative in assessing the extent to which digital literacy has progressed in society, which are: Stage 1. Access to technology; Stage 2. Basic ICT (Information and Communication Technology) skills and; Stage 3. Increase public participation in the information society. By using a retrospective study, this paper has attempted to see how digital literacy initiatives are in North Kalimantan Province, based on the steps recommended by the European Union Commission. The data used in this paper comes from the Central Statistics Agency both nationally and from North Kalimantan itself, as well as from official national news information and from the Province of North Kalimantan. Some of the data placed on the Stage 1 initiative has shown that the percentage of access to the internet by the people of North Kalimantan is above 95%. Furthermore, in the Stage 2 initiative, it was found that the ability to use computers (desktop PCs, laptops, notebooks, tablets) was still low, but the percentage value was not too far from the national average for computer use. This has also been balanced with the number of people in North Kalimantan who have used mobile phones. Then in the Stage 3 initiative, some local government support was found to encourage community involvement in the use of ICT, one of which was by launching public service applications, as well as being involved in virtual events, which indirectly familiarized the community with technology. The North Kalimantan government has also supported content creators also has increased the competence of news creators. Some suggestions have also been written at the end of this paper to improve digital literacy in North Kalimantan Province in the future.

Digital literacy is essential for meaningful participation in society, extending beyond technical skills to encompass critical competencies such as data privacy and online information navigation. However, current policies often prioritize infrastructure expansion over digital education, leading to increased digital vulnerability. A legally grounded, literacy-focused strategy is crucial for closing the digital gap and ensuring equitable digital participation. This chapter investigates the digital divide through a legal and human rights-based lens, exploring the intersection of digital rights, literacy, and equity. It addresses key questions: What are individuals’ evolving digital rights in the digital era? What core digital literacy skills are necessary to exercise these rights? And how can legal and policy frameworks shape effective and inclusive digital literacy training programs? It employs a theory-building methodology to build a human rights-based framework to mitigate digital exclusion. The framework critically examines international and European Union (EU) digital rights legislation, evaluates state and corporate obligations, and advocates for regulatory approaches that integrate digital literacy as a fundamental right.

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.