Human–Computer Interaction and Digital Literacy Promote Educational Learning in Pre-school Children: Mediating Role of Psychological Resilience for Kids’ Mental Well-Being and School Readiness

Abstract

This research examines the influence of digital literacy on preschool children’s school readiness and mental health. The analysis dissects psychological resilience’s role as a mediator among digitally literate-conscious kids. The underlying theory underpinning the literature is a social learning theory, which provides the paradigm lens for effectively accessing and evaluating available digital information. This study measures these proposed assumptions using structural equation modeling techniques. Data collection was carried out in structured questionnaires, and the target population was parents of preschool children. The study used a convenience sampling technique to select a sample of parents based on preschool children under five. The results show that digital literacy among preschoolers is directly and positively related to their school readiness, mental well-being, and resilience. Findings suggest that psychological resilience significantly mediates between children’s digital literacy and school readiness. The findings provide valued insight and further directions for policymakers and educators from developing countries. It offers valuable guidance for teachers and parents of preschool children. Findings will encourage them to allow children to use digital gadgets to build and enhance their understanding of digital information. Preschoolers should also receive implicit and explicit training in the practical and fundamental knowledge of digital technologies for their educational use. In theory, this study contributes to the scientific literature by answering how digital literacy and resilience positively impact children’s school readiness and mental well-being.