MANAGING ICT LITERACY PROGRAMS FOR TEACHERS: A STRATEGIC APPROACH TO ENHANCING LEARNING QUALITY IN THE MERDEKA CURRICULUM ERA

This research aims to produce strategies and ways to increase teacher innovativeness by strengthening the variables of creativity, organizational support, emotional intelligence, and information and communication technology (ICT) literacy as intervening variables. The research sample was 218 samples taken using stratified proportional random sampling of private vocational school GTY teachers in Bogor Regency. This research uses a survey method with a path analysis approach and SITOREM analysis. The results of this research can be concluded: 1). there is a direct influence of creativity on teacher innovativeness, 2). there is a direct influence of Organizational Support on Teacher Innovativeness, 3). there is a direct influence of Emotional Intelligence on Teacher Innovativeness, 4). there is a direct influence of Information and Communication Technology (ICT) Literacy on Teacher Innovation, 5). there is a direct influence of Creativity on Information and Communication Technology (ICT) Literacy, 6). there is a direct influence of Organizational Support on Information and Communication Technology (ICT) Literacy, 7). there is a direct influence of Emotional Intelligence on Information and Communication Technology (ICT) Literacy, 8). there is an indirect influence of Creativity on Teacher Innovation through Information and Communication Technology (ICT) Literacy, 9). the indirect influence of Organizational Support on Teacher Innovation through Information and Communication Technology (ICT) Literacy, and 10) the indirect influence of Emotional Intelligence on Teacher Innovativeness through Information and Communication Technology (ICT) Literacy. The results of the SITOREM analysis show that based on the priority order of improving teacher innovation, it is necessary to strengthen creativity, organizational support, and emotional intelligence. Creativity is to be strengthened, so it is done by enhancing indicators that are still weak, namely: smart (acting cleverly in looking for opportunities), habit ( behavioral habits in solving problems), originality (originality in developing something new or different), as well as maintaining or developing indicators: openness (open behavior in accepting new ideas and thoughts), interest (behavior interested in complex things), and persistent (acting persistently in trying), organizational support is to be strengthened, then this is done by improving indicators that are still weak, namely: providing justice and leadership support, as well as maintaining or developing indicators: respect from the organization and working conditions, emotional intelligence is to be strengthened, then this is done by improving indicators that are still weak, namely: emotional expression, optimism, empathy, as well as maintaining or developing indicators: adaptability, impulsive behavior, and relationships, information and communication technology (tik) literacy wants to be strengthened, so it is carried out by improving indicators that still weak, namely: user ability, knowledge of data communications, understanding of operational systems, as well as maintaining or developing indicators: understanding of computer application programs, understanding of computers, ability to operate computers, effectiveness and sustainability of use, and efficiency and capacity of use .

Information seeking behavior is considered very important as it entails how people interact with information, in particular, the ways in which they seek and utilise information. Studies have however shown that some people including students do not seek information appropriately. Several factors, one of which include information and communication technology (ICT) literacy skills, have been suggested to be responsible for this. This study therefore examined the effect of Information and Communication Technology (ICT) literacy skills on information seeking behaviour of Library and Information Science (LIS) undergraduates in Southwestern Nigeria. The descriptive survey research design of the correlational type was adopted for this study. The population consisted of 463 LIS undergraduates in three universities in Southwestern Nigeria. Stratified random sampling technique was used to arrive at the sample size of 277. Data was collected with the aid of questionnaire. Descriptive statistics such as percentages, mean and standard deviation and inferential statistics such as Pearson Product Moment Correlation and multiple regression analysis were used in presenting the data. The findings of the study revealed that the level of ICT literacy skills of the LIS undergraduates in Southwestern Nigeria is high ( ̅ ). The most prominent information sources used by the respondents were online databases ( ̅ . Majority of the LIS undergraduates sought information to be outstanding academically ( ̅ . Most of the respondentsaccessed the needed information on the Internet through their smart phones ( ̅ . The major factor affecting information seeking by majority of the respondents was slow internet connectivity ( ̅ . The study also revealed that there is a significant positive relationship between ICT literacy skills and information seeking behaviour (r = .432**; df = 248; p< 0.05). The study concluded that ICT literacy skills is critical to information seeking behaviour in this digital era, and therefore recommended that the level of ICT literacy skills of the students should be strengthened through continuous organisation of workshops to build their capacity in ICT literacy.

The 21st-century work environment places strong emphasis on nonroutine transversal skills. In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations. The dynamic and interactive nature of CPS requires a computer-based administration of CPS tests such that the assessment of CPS might be partially confounded with information and communication technology (ICT) literacy. To establish CPS as a distinct construct that involves complex cognitive processes not covered by other general cognitive abilities and not related to ICT literacy, it is necessary to investigate the influence of ICT literacy on CPS and on the power of CPS to predict external educational criteria. We did so in 3 different samples of either high school or university students using a variety of instruments to measure ICT literacy and general cognitive ability. Convergent results based on structural equation modeling and confirmatory factor analyses across the studies showed that ICT literacy was weakly or moderately related to CPS, and these associations were similar to those between ICT and other general cognitive abilities. Furthermore, the power of CPS to predict external educational criteria over and above general cognitive ability remained even if the influence of ICT literacy on CPS was controlled for. We conclude that CPS is a distinct construct that captures complex cognitive processes not generally found in other assessments of general cognitive ability or of ICT literacy.

This study explored information and communication technology (ICT) Literacy Skills among Librarians in Tertiary Institutions in Imo State, Nigeria. The study was guided by three objectives and three research questions. The study adopted survey research design. The population and sample of the study were eighty-one (81) librarians in the six tertiary institutions studied, in Imo State. The instrument that was used for data collection was a four-point rating scale based on the research questions. The rating scale is entitled “Information and Communication Technology (ICT) Literacy Skills Rating Scale (ILSRS)”. The instrument was given to three specialists in order to establish its face and content validity. The reliability (internal consistency) coefficient of the instrument was computed cluster by cluster using Cronbach alpha. Cluster A of ILSRS yielded reliability coefficient of 0.688, cluster B yielded 0.808 while cluster C yielded reliability coefficients of 0.719. The research questions were answered using mean and standard deviation. The major findings of the study include: many of the core ICT literacy skills were not possessed by the librarians in tertiary institutions in Imo State. The extent to which ICT skills are possessed by librarians in tertiary institutions in Imo State is not significant; the extent to which ICT literacy skills are of benefit to the librarians in tertiary institutions in Imo State is significantly beyond expectation; and the extent of application of ICT literacy skills acquired by the librarians in tertiary institutions in Imo State to library services is significant. The researcher recommends that: the institutions‟ authorities in conjunction with the library management should encourage the librarians who make personal efforts to acquire ICT skills on their own with little financial, as well as moral back up; The benefits of ICT literacy skills should be fully explored by librarians, and efforts should be made by librarians to integrate ICT literacy skills in all areas of service delivery in the library.

Measuring Information and Communication Technology Literacy using a performance assessment: Validation of the Student Tool for Technology Literacy (ST2L)

This study investigated the relationship between adolescents' problematic Internet use (PIU) and demographic characteristics such as age, gender, and information and communication technology (ICT) literacy and the moderating effect of geographic area on this relationship using a cross-sectional research design. The study sample comprised 2160 adolescents from the Chongqing area of China and consisted of 47.3 percent boys (N = 1022) and 52.7 percent girls (N = 1138). Participants anonymously completed a 38-item questionnaire that examined their Internet use, behaviors, and attitudes, ICT literacy, parents' education level, and other demographic information. The results showed that the geographic area in which respondents lived (urban vs. rural), gender, age, father's education, mother's education, and ICT literacy had significant relationships with PIU. Moreover, hierarchical multiple regression analyses indicated that geographic area was found to be a significant moderator for both age and gender in their relationship with PIU. These findings suggest that it is essential to address differences between urban and rural areas when seeking to mitigate PIU among adolescents.

This study investigated the structural relationships between self-regulated learning, teachers’ credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers’ credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance.

The proliferation of science and technology in society allows learners to be more informed about the changes and developments in society and education. Moreover, literacy evolved from the conventional way of reading and writing to applying and accessing information from a digital environment. Hence, this paper aims to look into a way to extrapolate the correlation of Information and Communications Technology (ICT) literacy and self-efficacy of Junior High School students in one private school in the district of Obando, Bulacan, Philippines. Using a descriptive-correlation research design, the researcher believes a significant correlation between and among variables. The chosen respondents for the study consisted of one hundred and thirty-five (135). The findings of the study revealed that Junior High School students had moderate literacy towards ICT. Also, this study found out that the Junior High School students described their ICT self-efficacy as moderately agreeing. Furthermore, results of the correlational analysis using Pearson r revealed that the ICT literacy of Junior High School students was significantly correlated to their ICT self-efficacy. It is recommended that the schools include this area in their annual improvement plan under the students’ services affairs. Schools should pay attention to this since majority of the private schools now at the height of integrating ICT in the school system and further uplift the ICT literacy and self-efficacy of Junior High School students toward ICT integration through an enhancement program.

This study examined the Information and Communication Technology (ICT) literacy and application skills of K-to-3 teachers and explored the relationship between these competencies to inform targeted interventions. Anchored on the National ICT Competency Standard Framework (NICSF), the study employed a descriptive correlational research design. Data were collected from 30 K-to-3 teachers in public elementary schools using a researcher-developed questionnaire measuring ICT literacy and application across key areas such as word processing, spreadsheets, presentation tools, and pedagogical integration. Data analysis utilized weighted mean, Pearson Product-Moment Correlation, and t-test. Findings revealed that teachers exhibited a slightly literate level of ICT literacy (mean = 2.48) but a highly applied level of ICT application skills (mean = 3.57), indicating a gap between theoretical knowledge and actual practice. A strong positive correlation (r = 0.68, p = 0.001) was found between ICT literacy and application skills, confirming that higher literacy is associated with improved classroom application. The study also highlighted variability in pedagogical integration despite consistent use of basic ICT tools. The study concluded that K-to-3 teachers are practitioner-oriented users of ICT, demonstrating adaptability despite limited formal literacy. It recommends the implementation of targeted ICT enhancement training programs focusing on advanced technical skills and pedagogical integration, along with peer mentoring and expanded research scope. This study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure) by promoting teacher digital competence and effective technology integration in education. It contributes to educational, technological, and institutional sustainability by strengthening teacher capacity, improving instructional quality, and supporting policy and training development for a future-ready education system.

The qualitative study aims to describe Information and Communication Technologies (ICT) Literacy in Health Care Services among Thai Nurses during the COVID-19 Pandemic. The informants were Thai Nurses focused only on the nurses born between 1946 to 1964 “Baby Boomers” who work at QSNICH, a Public Hospital under the COVID-19 pandemic by using in-depth interviews with voice records and found saturated after 14 informants. Data were transcribed verbatim and analyzed using narration. The findings revealed that ICT Literacy in Health Care Services among Thai Nurses during the COVID-19 Pandemic 7 major themes as follows: 1) Baby Boomers nurses were proficient in using information and communication technology through the HIS Operations program but were not familiar with Computer Base System (CBS), Management System (MS), and Information System (IS). 2) Baby Boomers nurses gained confidence in using ICT for their tasks after receiving one-on-one training, and they often used their personal phones to communicate through the LINE application. 3) Baby Boomers nurses had a positive attitude towards ICT, believing it could improve their work systems. 4) Although most nurses had basic ICT skills, they were not fully knowledgeable about systems like Computer Base Systems (CBS), Management Systems (MS), and Information Systems (IS). 5) Baby Boomers nurses faced emotional and experiential barriers, primarily due to their limited ICT skills and some of them were concerned about adopting new technologies as they neared retirement age. 6) Baby Boomers nurses were comfortable using Microsoft Office, with a focus on Microsoft Word. However, they needed assistance with less familiar tools like Excel and PowerPoint. 7) Some Baby Boomers nurses actively sought to enhance their ICT knowledge and skills through online resources like Google, but others were hesitant to further develop their expertise.

The integration of Information and Communication Technology (ICT) is increasingly recognized as a driver for educational inclusivity and improved learning outcomes. This study investigated basic ICT literacy as a tool for educational inclusion in under-resourced public secondary schools in Nagazi–Adavi Local Government Area, Kogi State, Nigeria. A descriptive survey design adopting a mixed-methods approach was used. Data were collected through structured questionnaires administered to 344 respondents comprising students, teachers, and non-teaching staff, alongside in-depth interviews with six senior school personnel. Quantitative data were analyzed using descriptive statistics and Chi-square tests at the 0.05 level of significance, while qualitative data were analyzed thematically. The findings revealed that ICT facilities were largely inadequate and that ICT use during classroom teaching was minimal. Although ICT was widely perceived to improve understanding and increase students’ interest in learning, no significant relationship was found between ICT availability and educational inclusion. Although, basic ICT literacy showed a significant relationship with students’ engagement in teaching and learning. In addition, challenges such as inadequate infrastructure, unreliable electricity supply, and limited training opportunities were found to significantly hinder effective ICT integration. The qualitative findings supported the survey results, highlighting infrastructural deficiencies alongside positive attitudes towards ICT. The study concludes that ICT has strong potential to enhance educational inclusion and learning engagement but remains constrained by systemic challenges. It recommends targeted government investment in ICT infrastructure, provision of alternative power sources, periodic ICT training for teachers, curriculum-based ICT integration, and strengthened multi-stakeholder partnerships.

PurposeThe purpose of this paper is to show how information and communications technology (ICT) literacy skills reflect twenty‐first century requirements for researching and communicating information in digital environments. An interactive problem‐based, scenario‐based, web‐based assessment tool, iSkillsTM, has been developed through a broad‐based effort to establish standards for performance and certification of ICT literacy proficiencies. This paper aims to discuss the assessment's potential in determining the effectiveness of instruction programs.Design/methodology/approachSince January 2001, a consortium of experts in ICT literacy served as advisors to the Educational Testing Service (ETS) test developers as they designed an internet‐delivered assessment that measures students' abilities to research, organize, and communicate information using technology. This paper reviews that R&D process, concluding with an example of its application to information literacy program planning and evaluation. A mixed methods approach collected and analyzed qualitative sources and iSkillsTM pre‐test/post‐test data for first‐year Purdue University students.FindingsFindings informed curricular decisions for instituting an integrated problem‐based learning (PBL) information literacy program. Secondary goals included developing an understanding of how information‐processing skills are acquired, identifying best practices for integrating information literacy into the curriculum, and assessing the impact of skill acquisition on overall academic achievement. ICT literate students are generally better problem‐solvers, more self‐directed, and communicate ideas more efficiently.Practical implicationsUniversities are beginning to require ICT literacy as competencies for graduation. This paper presents a new strategy for assessing the effectiveness of instructional programs which aim to matriculate proficient students.Originality/valueThis paper reports on the efficacy of a problem‐based learning (PBL) approach involving three convergent principles of design: the organization and dissemination of information, the creation and communication of information, and problem solving within the context of research projects and assignments. As such, it provides important insights into pairing an innovative instructional approach and the iSkillsTM ICT literacy assessment.

Classroom observation is a central component of instructional supervision and professional growth. In the Philippines, it is implemented through the Department of Education’s Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST), aimed at improving teaching quality and fostering reflective practice. This study investigated the effectiveness of classroom observation and the challenges faced by public elementary school teachers in Dumanjug District II during the 2024–2025 school year. A total of 36 teachers participated in the study, selected through purposive sampling. Data were collected using a structured Likert-scale questionnaire and analyzed through Pearson correlation and Analysis of Variance (ANOVA). Results showed strong agreement among teachers on the importance of post-observation feedback, particularly when delivered through reflective discussions. This feedback was regarded as crucial for improving instructional practices. Teachers also reported that the use of Information and Communication Technology (ICT) during classroom observations contributed to creating more engaging and student-centered learning environments. Despite these benefits, the study revealed several key challenges. These included the need for continuous professional development, the delivery of constructive feedback, and the difficulty in selecting appropriate teaching strategies. All were consistently identified as significant by the respondents. Statistical analysis revealed a moderate positive and statistically significant correlation between the perceived effectiveness of classroom observation and the challenges encountered (r = 0.402, p = 0.015), suggesting that greater challenges may drive more meaningful professional learning. The ANOVA results (F = 2.829, p = 0.073) showed no statistically significant differences in perceived effectiveness among the three schools, though slight variations were noted. The study concludes that while classroom observation presents challenges, these can be harnessed to support teacher development. School leaders are encouraged to strengthen feedback mechanisms and provide targeted support to enhance both teaching quality and student outcomes.

This study aimed to look at the role of information and communications technology (ICT) literacy of teachers as a mediator between the school administrative support and ICT competence of primary school teachers in Pahang. The researchers developed a mediation model based on relevant literature reviews and subsequently tested the model. This study used a total survey design. The researchers employed stratified cluster sampling to select the pilot study and the actual study samples randomly. A total of 514 teachers were involved in the pilot study and 530 teachers were involved in the actual study. The Cronbach's alpha for instrument was .954 while the validity of the instrument used was determined using the SEM-AMOS method. The results based on the pilot data indicated a good model fit with chi-square = 212.406, df = 111, p < .001, CMIN/df = 3.662, GFI = .938, CFI = .941, and RMSEA = .072, whereas results based on the actual study also indicated a good model fit with chi-square = 204.839, df = 58, p < .001, CMIN/df = 3.532, GFI = .942, CFI = .950, and RMSEA = .069. The findings showed that there were direct and indirect effects of school administrative support and teachers’ ICT literacy on teachers’ ICT competences. There was a statistically significant relationship (p < .05) between school administrative support and teachers’ ICT competence and an indirect effect through teachers’ ICT literacy as a mediator. Hence, teachers’ ICT literacy acts a partial mediator in the model. This study shows that school administrative support and teachers’ ICT literacy play an important role in shaping teachers’ ICT competence. Furthermore, the study provides further evidence that school principals through teachers’ ICT literacy play an important role in integrating ICT into the classroom. School administrators should equip themselves with formal training in technological leadership so that they can better contribute to aiding school teachers to better integrate ICT into their teaching and learning.

PurposeThe purpose of this paper is to ascertain the information and communication technology (ICT) literacy level among the staff of anglophone (English‐speaking) university libraries staff and their counterparts in francophone (French‐speaking) university libraries in West Africa.Design/methodology/approachA survey was conducted among the professionals, paraprofessionals and “other” members of staff of 28 university libraries comprising 24 anglophone university libraries and four francophone.FindingsThe result of the findings showed that out of about 370 professional librarians, only 179 of them were ICT literate while the remaining 191 professional librarians were ICT non‐literate. This constitutes an overall percentage of 48.38 percent for the literate professionals as against 51.62 percent for ICT non‐literate professionals. Also, out of 526 paraprofessionals, only 84 of them were ICT literate while the remaining 442 were ICT non‐literate. This also constitutes 15.97 percent for the literate paraprofessionals as against 84.03 percent for ICT non‐literate paraprofessionals. Other staff totaled 1,471. Only 190 of them were ICT literate while the remaining 1,281 were ICT non‐literate. This also constitutes 12.92 percent for the literate other members of staff as against 87.08 percent for ICT non‐literate other members of staff.Research limitations/implicationsOnly two categories of skills, “literacy” and “illiteracy”, without gradations between these categories could be considered. The questionnaires were not design to catch the grades of these two categories of skills.Practical implicationsThe paper concludes that of all the 28 university libraries surveyed, only the 40 Senegal university professional librarians have an ICT literacy level of 100 percent. Thus other West African university libraries should encourage all their professional librarians, as well as other staff, to become ICT literate.Originality/valueThe paper contains original work relating to the differences between English and French‐speaking university staff as regards ICT literacy and as such will be useful for library technology planners and educators.