Inclusive informatization ecology: How does regional education informatization shape individual digital literacy

Purpose This study examines the curvilinear relationship between Digital Citizenship and Digital Information Literacy in detecting deceptive advertisements. It further investigates how Online media exposure and online advertisement exposure moderate this relationship, addressing gaps in prior research that assume a strict linear association between digital engagement and literacy. Design/methodology/approach A survey was conducted with 2,072 participants to measure their digital citizenship and digital information literacy, measured by the correct identification of deceptive advertisements. An initial scatter plot analysis of the data revealed a non-linear relationship, which mandates applying non-linear regression analysis to test quadratic and cubic models. Moderator analysis was also performed to assess the influence of online media and advertisement exposure on the relationship between digital citizenship and digital information literacy. Findings The comparison of regression models confirms a curvilinear rather than linear relationship between digital citizenship and digital information literacy. The quadratic model provides the best fit, indicating that digital literacy increases digital information literacy, but this effect declines once it reaches a saturation point. Furthermore, online advertisement exposure significantly moderates this relationship, with high ad exposure weakening the positive effect of digital citizenship on digital information literacy. Research limitations/implications This study refines digital literacy theory by challenging the assumption of a linear relationship between digital engagement and literacy. It underscores the importance of moderating factors, such as online media and advertisement exposure, in shaping literacy outcomes and informs new models of digital skill acquisition that account for nonlinear information processing patterns. Practical implications Policymakers and educators should implement adaptive digital literacy programs that account for cognitive overload and overconfidence effects. AI-driven personalized learning tools, VR-based media literacy training and interactive misinformation detection systems can help balance digital engagement without inducing cognitive strain. Originality/value This study challenges traditional linear models of digital literacy development by introducing a curvilinear framework. It demonstrates that excessive digital engagement can reduce digital literacy effectiveness. Unlike previous studies, it identifies threshold effects in digital literacy growth and highlights how online exposure influences this relationship, offering a novel contribution to digital literacy research.

Professional and popular media have recently given welcome attention to gender equity and education. For example, national news programs and newspapers across America featured The AAUW Report: How Schools Shortchange Girls (American Association of University Women, 1992), a review of over 1,100 research studies from the last 20 years documenting gender gaps in educational persistence and achievement, especially in mathematics and science. For over two decades, researchers and program developers have produced a steady output of work on gender equity in education. The Women's Educational Equity Act Publishing Center publishes a 25-page catalog listing hundreds of gender equity materials, nearly all I intended for K-12. A 52-page bibliography lists hundreds more gender equity resources in mathematics, science, and technology (MST) for classroom teachers, most of which were developed for the K-12 level. The American Association of University Women (AAUW) report How Schools Shortchange Girls (1992) contains reviews of numerous studies and articles on gender equity in education in Grades K-12. Gender equity in teacher education has received much less attention. Sadker and Sadker (1980), in their analysis of common teacher education texts, found that one third contained no mention of sexism; none included materials on nonsexist teaching. In a study of education foundations textbooks reviewed for attention to gender equity, Titus (1993) concluded, I found little discussion of gender equity, suggesting low interest in this area by educators (p. 38). Several authors have included general recommendations to teacher educators on incorporating gender equity, described the need and suggestions of how to include equity in professional preparation of educational administrators, and offered a description of a course they developed for preservice students on gender equity (Eckart & Tracy, 1992; Rose & Dunne, 1989; Shakeshaft, 1990). The National Science Foundation funds few projects dealing with gender equity in teacher education; a notable exception is the Teacher Education Equity Project, funded by the National Science Foundation, IBM, Hewlett Packard, and AT&T from 1993 to 1996. Authors of the AAUW (1991) report, Stalled Agenda: Gender Equity and the Training of Educators, concluded that gender equity in teacher education amounted to a stalled agenda. Some professional groups are devoting attention to gender equity in teacher education. The American Association of Colleges for Teacher Education (AACTE) has a study group on gender equity, a standing committee on women's issues, and a program for leadership development for aspiring female leaders. AACTE was an early participant in the Sadkers' projects and included results of their research in annual meetings a dozen years ago. The Association of Teacher Educators (ATE) has a commission on gender equity in education. The 23 teacher education institutions of the Renaissance Group have an affinity group for sex equity. Professional associations directly concerned with gender equity have given attention to teacher preparation as well. The National Coalition for Sex Equity in Education has a task force on teacher preparation, and Research on Women in Education, a special interest group of the American Educational Research Association, devotes sessions to gender equity at its annual meetings. However, teacher preparation is not a primary focus for either group. The conjunction of teacher education and gender equity is relatively sparse. Omission of gender equity at the preservice level means that new teachers may enter the classroom not realizing how their behavior and the educational materials they use may inadvertently harm girls' performance and aspirations. If classroom teachers encounter in-depth, high-quality K-12 gender equity projects during their careers, such as Lawrence Hall of Science's EQUALS (Kreinberg, 1989), they may unlearn harmful patterns and learn beneficial ones. …

The Ayushman Bharat Digital Mission (ABDM) is India’s ambitious effort to establish a complete digital health ecosystem. However, evidence on real-world adoption, user experiences, and barriers among target populations remains limited. To estimate the adoption of ABHA ID registration services among outpatient department (OPD) attendees in tertiary care hospitals, and to assess patient satisfaction, digital health literacy levels, and identify barriers, gaps, and limitations in accessing healthcare through ABDM. A hospital-based cross-sectional study was conducted among 425 outpatient department (OPD) attendees across three tertiary care hospitals in Agra using multistage random sampling from September 2024 to April 2025. ABHA ID registrations adoption rates were calculated from hospital records over eight months in comparison with conventional OPD registration (non-digital paper based). Digital health literacy was assessed using the validated 21-item Digital Health Literacy Instrument (DHLI). Patient satisfaction was measured using a structured 10-item Likert scale questionnaire. Barriers, gaps, and limitations were evaluated through structured interviews. Data were analysed using descriptive and inferential statistics. The study was conducted among 425 outpatient department (OPD) attendees. In which 537,278 total OPD visits, 129,007 completed ABHA ID registrations with a below average monthly adoption rate of 23.96%. Overall digital health literacy was moderate (mean DHLI score: 2.94 ± 0.72) among 425 OPD attendees, with males scoring significantly higher than females (U = 15,922, p < .001). Education showed the strongest positive correlation with DHLI scores (ρ = 0.480, p < .001) while age showed a weak negative correlation (ρ=-0.230, p < .001). Participants demonstrated better operational skills (2.38 ± 0.64) but weaker abilities in evaluating reliability (2.18 ± 0.66) and protecting privacy (2.22 ± 0.65). Patient satisfaction was high with over 80% agreeing that ABDM made registration easier and was user-friendly. However, only 55% felt comfortable with data privacy protection. Major barriers included preference for in-person healthcare (85.6%), high data plan costs (81.9%), difficulty using health apps (65.6%), language difficulties (64.0%) and hesitation to share one time password (OTP) (60.0%). Notably, 88% expressed need for training and support, while 58.6% lacked adequate knowledge about ABDM despite visiting participating facilities. While ABDM demonstrates operational efficiency and moderate patient user satisfaction, adoption of ABHA registration remains limited in comparison to conventional OPD registrations, with significant barriers related to digital literacy, awareness, economic constraints, and privacy concerns. Substantial gender, age, and educational disparities exist in digital health literacy. To achieve equitable and sustainable adoption, targeted interventions are essential, including community-based digital literacy programs, simplified multilingual interfaces, strengthened privacy safeguards, subsidized data access, and on-site support through trained facilitators particularly for vulnerable populations including women, older adults, and those with lower educational attainment.

The COVID-19 pandemic has brought about an unprecedented challenge to global education. It has changed how many of us, especially our children, learn and gain valuable insights into parenting needs concerning online learning, and digital literacy is more important than ever. However, the digital divide and educational equity have been sharpened amidst the ongoing pandemic; people without access to Information and Communications Technologies are even more disadvantaged than before. In Hong Kong, remote learning has increased exponentially since the outbreak in early 2020, and it has been continued under the “new normal”- which students and educators need to manage and integrate technology into their everyday teaching and learning cycle. When it is specifically essential to ensure equal and inclusive access to remote learning for students, parental involvement should arouse more prominent attention. The emerging problem has been shifting from the opportunity of access to technology to digitally illiterate parents. Hence, this paper will discuss the long-lasting issue between the digital divide and education inequality in Hong Kong, and recommend bridging the digital divide should focus more on nurturing parental digital citizenship and literacy so they can appropriately facilitate the co-learning process with their children in this “new normal” era effectively.KeywordsDigital divideEducational equityParental digital citizenship and literacyRemote learningHong Kong

&lt;p class="MsoNormal" style="margin-top: 12pt; text-align: justify;"&gt;&lt;span lang="EN-US" style="font-family: arial, helvetica, sans-serif;"&gt;The long-term low level of residents' property income is not only detrimental to the wealth accumulation of farmers, but also aggravates the urban-rural income imbalance. This paper uses an empirical approach to explore the mechanism of digital literacy's impact on farm households' property income. The main findings of this paper are as follows: (1) Digital literacy and its sub-dimensions can significantly increase the level of farmers' property income, with the strongest contribution of digital information acquisition literacy. (2) Digital literacy has a greater boosting effect on the property income of farm households with low education level heads, low physical capital households, and villages with better economic development. (3) Digital literacy increases the property income of farm households mainly through expanding social capital and improving risk preferences. The innovation of this paper is to construct a digital literacy evaluation index system based on a micro perspective that fits the behavioral characteristics of farmers, and reveal the impact and mechanism of digital literacy and its sub-dimensions on farmers' property income. This study expands the theoretical research related to digital literacy and farmers' property income, and provides a scientific basis for the choice of strategies to enhance the digital literacy of the majority of farmers, which is important for promoting wealth accumulation of farmers and achieving common prosperity.&lt;/span&gt;&lt;/p&gt;

This article is derived from a master’s thesis examining the effect of the Rumah Pendidikan digital platform on students’ digital literacy and ecological literacy in Integrated Natural and Social Sciences (IPAS) learning at the primary school level. The study aimed to determine both partial and simultaneous effects of the platform’s utilization on students’ digital and ecological literacy competencies. A quantitative approach with a quasiexperimental posttest-only control group design was employed. The research was conducted at SD Negeri Serua 03 Depok, Indonesia, involving 66 fifth-grade students divided into experimental and control groups. Data were collected using validated digital literacy and ecological literacy tests and questionnaires. Statistical analyses were performed using SPSS 26, including descriptive statistics, assumption tests, Independent Samples t-Test, and multivariate analysis of variance (MANOVA). The results indicated that students in the experimental group achieved significantly higher digital literacy scores than those in the control group (t = 8.080, p &lt; 0.05). Furthermore, MANOVA results revealed a significant simultaneous effect of Rumah Pendidikan platform utilization on both digital and ecological literacy (p &lt; 0.05). The study concludes that integrating the Rumah Pendidikan platform into IPAS learning is effective in enhancing students’ digital and ecological literacy, supporting the development of 21st-century competencies.

Purpose- This research on the influence of digital marketing competence on susceptibility to persuasion among university students in Northern Cyprus is of paramount importance. It not only fills a gap in the current understanding of digital marketing's impact on young adults but also contributes to the broader discourse on digital literacy, consumer behavior, and marketing effectiveness in the digital age. Methodology- The research employs a quantitative approach, using a significant sample size of 420 university students. Data analysis was conducted using SPSS software, ensuring precise handling of complex data sets and robust statistical analysis. The methodology encompasses a structured approach utilizing quantitative research methods. Quantitative research is characterized by the process of collecting and analysing numerical data, which is instrumental in finding patterns, testing causal relationships, and generalizing results to broader populations A key aspect of quantitative research involves operational definitions that translate abstract concepts into observable and quantifiable measures. This is particularly relevant in a study like this, where abstract concepts such as 'digital marketing competence' and 'susceptibility to persuasion' need to be clearly defined and measured. The collection of quantitative data often involves tools like surveys and questionnaires, as in this study, where an online questionnaire with closed-ended questions was used. Once data is collected, it requires processing before analysis. This can involve transforming survey data from words to numbers, followed by statistical analysis to answer research questions, In this context, the online questionnaire would have been designed to ensure that the data collected is suitable for the chosen statistical methods, aligning with the research objectives of examining the influence of digital marketing competence on university students in Northern Cyprus Findings- Findings reveal a strong correlation between digital marketing literacy and students' attitudes and behaviors. Higher digital marketing literacy correlates with greater susceptibility to various marketing tactics, indicating a profound impact of digital competence on students' decision-making processes. Conclusion- This research provides a comprehensive understanding of the role of digital marketing literacy in shaping university students' responses to digital marketing. It calls for a collaborative effort among educators, policymakers, and marketers to foster an environment where digital literacy is prioritized, thereby empowering students to navigate the digital world more effectively and ethically. The study's findings lay a foundation for future research in this area, inviting further exploration into the nuanced ways digital marketing literacy can influence consumer behavior in the digital age. Keywords: Digital marketing literacy, university students, persuasion susceptibility, Northern Cyprus, marketing tactics.

The digital literacy of normal students in border ethnic areas is crucial to promoting the development of basic education in these regions. Improving the digital literacy of normal students is an important means to enhance education quality and promote educational equity. Based on the "Teachers' Digital Literacy Framework" and the characteristics of normal students in border ethnic areas, this study prepared a questionnaire and distributed it to normal students in three normal universities in Province Y. The results show that there are significant differences in the digital literacy levels of normal students of different grades; significant differences exist among liberal arts, science, and arts and sports students in their digital literacy levels; there is no significant difference in the digital literacy levels of normal students from different places of origin such as urban areas (including county towns), towns, and rural areas; the digital literacy level of normal students is correlated with family economic conditions; curriculum teaching is the main channel for improving the digital skills of normal students, among others. Based on this, it is proposed: first, to create comprehensive digital education and teaching scenarios for normal students; second, to integrate digital literacy cultivation into various courses for normal students; third, to coordinate among families, schools, and communities to expand the educational field of digital literacy for normal students; fourth, to strengthen normal students' digital social responsibility and digital citizenship literacy; fifth, to fundamentally enhance normal students' digital literacy and innovative application ability.

PurposeTraditionally, demographic factors have been recognized as important factors of social capital accumulation. Owing to the differences in social structure and relationships resulted from the Internet development, the social capital accumulation mechanism is likely different. Hence, this study investigated the significance of the demographic factors and the Internet-related factors (Internet mobilization, collective identity, and digital literacy) of social capital accumulation nowadays, so as to understand the factors contributing to social capital accumulation nowadays, and reflect upon the applicability of traditional social capital accumulation mechanism.Design/methodology/approachThere were 1,747 participants aged between 13 and 30 taking part in this quantitative study. Correlation analysis was performed to find out the relationship of participants' demographic background and Internet-related factors with offline and online social capital. Structural equation modeling, hierarchical regression analysis, and mediation analysis was performed to investigate how these factors were related to the social capital accumulated from the Internet.FindingsResults showed that demographic background and engagement in Internet activities affected the acquisition of social capital from the Internet. Digital literacy displayed the largest mediating effect on online social capital accumulation. Corresponding implications were discussed.Originality/valueInformed by the literature and theories of social capital, this study investigates the mechanism of online social capital accumulation by exploring its contributing factors.

Digital health technologies are increasingly being integrated into mental health care. However, the adoption of these technologies can be influenced by patients' digital literacy and attitudes, which may vary based on sociodemographic factors. This variability necessitates a better understanding of patient digital literacy and attitudes to prevent a digital divide, which can worsen existing health care disparities. This study aimed to assess digital literacy and attitudes toward digital health technologies among a diverse psychiatric outpatient population. In addition, the study sought to identify clusters of patients based on their digital literacy and attitudes, and to compare sociodemographic characteristics among these clusters. A survey was distributed to adult psychiatric patients with various diagnoses in an urban outpatient psychiatry program. The survey included a demographic questionnaire, a digital literacy questionnaire, and a digital health attitudes questionnaire. Multiple linear regression analyses were used to identify predictors of digital literacy and attitudes. Cluster analysis was performed to categorize patients based on their responses. Pairwise comparisons and one-way ANOVA were conducted to analyze differences between clusters. A total of 256 patients were included in the analysis. The mean age of participants was 32 (SD 12.6, range 16-70) years. The sample was racially and ethnically diverse: White (100/256, 38.9%), Black (39/256, 15.2%), Latinx (44/256, 17.2%), Asian (59/256, 23%), and other races and ethnicities (15/256, 5.7%). Digital literacy was high for technologies such as smartphones, videoconferencing, and social media (items with >75%, 193/256 of participants reporting at least some use) but lower for health apps, mental health apps, wearables, and virtual reality (items with <42%, 108/256 reporting at least some use). Attitudes toward using technology in clinical care were generally positive (9 out of 10 items received >75% positive score), particularly for communication with providers and health data sharing. Older age (P<.001) and lower educational attainment (P<.001) negatively predicted digital literacy scores, but no demographic variables predicted attitude scores. Cluster analysis identified 3 patient groups. Relative to the other clusters, cluster 1 (n=30) had lower digital literacy and intermediate acceptance of digital technology. Cluster 2 (n=50) had higher literacy and lower acceptance. Cluster 3 (n=176) displayed both higher literacy and acceptance. Significant between-cluster differences were observed in mean age and education level between clusters (P<.001), with cluster 1 participants being older and having lower levels of formal education. High digital literacy and acceptance of digital technologies were observed among our patients, indicating a generally positive outlook for digital health clinics. Our results also found that patients of older age and lower formal levels of educational attainment had lower digital literacy, highlighting the need for targeted interventions to support those who may struggle with adopting digital health tools.

Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers' digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. Design/Methodology/Approach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the ‘Teacher Digital Competence Scale’ to determine the digital competence levels of teachers and the ‘Digital Literacy Scale’ to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers' digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45% of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

In the information age, individuals’ ability to access, use, and transfer information is fundamental for personal and professional success. Digital and research literacy are critical skills that strengthen teachers’ professional competencies in contemporary educational processes. This study examines the correlation between teachers’ proficiency in digital literacy and their proficiency in research literacy. A quantitative research approach is utilized, employing a relational survey design. The study sample consists of all subject-area educators who are employed in a central district within the eastern region of Türkiye. A total of 604 teacher participated in the study online Data gathering entails the utilization of a “Personal Information Form” devised by the researchers, in conjunction with the “Digital Literacy Scale” and “Research Literacy Scale,” all of which have undergone meticulous testing to ensure their validity and reliability. According to normality analyses, the data are not normally distributed. Mann-Whitney U, Kruskal-Wallis H tests, Spearman Correlation Analyses were used as analyses The findings reveal substantial disparities in the digital literacy skills of instructor based on demographic parameters including gender, department, age, computer ownership, and daily internet usage time. Likewise, there are differences in instructors’ research literacy skills based on gender, level of education, and ownership of computers. Moreover, a strong positive association is seen between digital literacy and research literacy skills, suggesting that when one ability improves, the other skill also improves. These findings emphasize the importance of addressing digital and research literacy in teachers’ professional development processes.

In this 21st century education system Digital literacy is an essential component for digitalization of Education and professional competencies. Digital literacy includes teacher competency of classroom practices, student assessment and student learning outcome to professional development. Digital literacy cannot be misunderstood only as digital tool it also the inclusion of ethical awareness, critical thinking and pedagogical integration. This research paper mainly shed light on the importance of digital literacy as an essential skill for teachers along with its theoretical formation and conceptual base. Models like TPACK, DigCompEdu and UNESCO ICT Competency Framework are included to discuss how digital literacy creates efficacious and productive teaching practices during futuristic learning contexts. This study includes the main challenges related to insufficient professional development, regional disparities along with resistance to change attitudinal issues. Strategic recommendations for teacher preparation and professional development have beautifully knitted to deal with evolving ultimatum of digital system in education which is crucial for teacher education institutions and policy makers. The main findings of this study emphasize that effective digital literacy of teachers always helps to improve students’ learning outcomes, educational equity and teacher’s own professional growth. Digital literacy and digital transformation both are a part of systematic process where institutional support and supportive policy are indispensable.

This study examines the relationship between multilingual digital content literacy and executive function in adolescents in the digital era. With adolescents’ increasing access to digital content in multiple languages, it is essential to understand how digital literacy skills affect their cognitive processes. Using a quantitative approach and Structural Equation Modeling (SEM) analysis, this study involved 50 adolescents aged 12-21 as respondents, who were selected through purposive sampling techniques. Multilingual digital content literacy is measured using an adapted digital competence scale, while executive function is measured through a computer-based psychological test. The analysis showed that multilingual digital content literacy positively and significantly affected executive function, with an R² value of 1000. These findings emphasize the importance of developing multilingual digital literacy to improve adolescents’ cognitive skills, which are necessary in facing future global challenges. This research suggests integrating digital literacy practices in education to support the development of the younger generation’s executive functions.

This study aims to determine the effect of social media, economic literacy, and digital literacy on entrepreneurial intention of grade XI students of SMA N 12 Jakarta. This study uses a quantitative approach with data collection techniques through questionnaires. The study apopulation was 215 high school students with a sample of 68 students. Data analysis techniques using SEM PLS version 4.0.2. The research instrument used a 5-point Likert scale to measure the level of respondent agreement. Hypothesis testing was carried out with a Structural Equation Model (SEM) approach based on Partial Least Square (PLS) version 4.0.2, through the Outer Model stage (measurement model test). The results showed that social media has a positive effect, economic literacy has a positive and significant effect, and digital literacy has a negative and insignificant effect on entrepreneurial intentions of grade XI students of SMA N 12 Jakarta. Researchers suggest that students in grade XI of SMA N 12 Jakarta increase their use of social media and digital economic literacy. For future researchers, it is recommended to analyze other factors besides social media and digital economic literacy outside of this study.