The impact of digital literacy and digital competence on online teaching productivity: the moderating role of work behavior

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.

The article analyzes such concepts as «digital literacy», «digital competency», «digital consumption», «digitalization of society». The end of the 20th – the beginning of the 21th century is called the era of post‐industrial society, in which theoretical knowledge is decisive, and the main structure is the university as a place of its production and accumulation. This new era in the development of mankind is sometimes referred to as the «information society», «society of knowledge» in view of the role played by knowledge and information. In order to determine the role and place of modern universities in the process of developing a new concept of higher education, the article analyzes the preconditions that have become decisive factors for the comprehensive introduction of digital literacy in the university's educational process, examines issues related to the digital competences of students and the organization of higher education in post‐industrial societies. The role of digital education in the processes of transformation of the country's economy and the formation of a single digital space is considered. The goals and objectives of universities in the reform of higher education are determined. The model of evaluation of students' digital competence is offered.The aim of the article is to analyze concepts such as digital literacy, digital competences, digital consumption, digitalization of society, which will determine the role and place of modern universities in the process of developing a new concept of higher education. In this paper, the preconditions that have become decisive are analyzed. Factors for the comprehensive introduction of digital literacy in the university study process, the issues related to digital competencies of students and the organization of higher education in the post are considered. The study of the digital education role in the processes of transforming the country's economy and the formation of a single digital space, the goals and objectives of universities in the reform of higher education are determined, a model for assessing the digital competence of students is proposed.Research methods: analysis (separation of the general concept of «digital competence» into constituent elements), synthesis (merging of divided and investigated parts), induction (general review of digital technologies and digital competences), deduction (transition from the general perception of digital technologies and digital competences to the definition properties and characteristics of individual competencies and skills), abstraction (definition of peculiarities inherent in digital competencies), concretization (study of the features of individual digital computing ten this).Scientific novelty of the article is a model of digital literacy of students, developed on the basis of a pyramidal model taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of digital student skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is quite flexible and can be adapted to different target groups of students and digital users.The object of the research is the level of students' digital literacy, models, methods and techniques for measuring it. From the point of view of authors, special attention deserves a model, developed on the basis of a pyramidal model, taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of students' digital skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is flexible enough and can be adapted to different target groups of students and digital users.The main conclusions of the study can be considered:1. Introduction of digital technologies in higher education to increase the level of digital literacy is an urgent requirement of time.2. The purpose of introducing digital technologies into higher education is the training of highly skilled professionals for work in a post‐industrial society.3. Modern life requires the introduction of digital technologies in absolutely all spheres of human activity.4. Modern education means will improve the conditions of profitability of study in all educational institutions.5. The speed of new knowledge requires from any person a continuous increase in the level of their own digital education.

This research aims to examine the digital literacy and digital competence of teachers on teaching English and its effect. Quantitative data is the result of the correlational study in the form of a questionnaire on teachers' digital literacy and digital competence. Data processing is done by simple regression, multiple regression test and correlation test using spss version 25. The simple regression test results concluded that the literacy and competence of digital teachers on teaching English at SMKN 4 Pekanbaru are high scores. The coefficient of determination (R Square) of digital literacy and digital competence is 90.3 % and 85.4 %. Then, the effect concluded that T calc < T table ; 1,182 <4,302 and 0,567 < 4,302. According to the basis of decision making, it was concluded that the null hypothesis is accepted. it means that digital literacy and digital competence in teaching English are not significant.

The development of digital competencies and digital literacy in the 21st century is one of the most urgent in the theory and practice of modern education. The need for an understanding of the analysis of scientific knowledge on this issue is confirmed by the high demand for digital competencies of specialists in the labor market. The paper organizes and presents publication trends in the field of human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary). The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this article provides a final overview of 55 articles. The results are presented in visual-graphic form. In particular, the concepts related to digital abilities used in scientific everyday life are presented in the form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific works describing human abilities in the digital sphere. The article presents a graphical visualization of the factors influencing the formation and development of digital literacy and digital competencies of university students. The results obtained will be of interest to researchers of digital literacy and digital competencies, teachers, and university leaders in the implementation of educational programs.

Aim/Purpose: This study examined the impact of blended learning on science learning achievement and digital skills among Grade 4 students at Ekamai International School, Bangkok. Specifically, it aimed to determine whether there were significant differences in academic performance and digital competency before and after the intervention. By evaluating these outcomes, the study provides insights into the effectiveness of blended learning in enhancing students’ understanding of Earth Science and fostering essential digital skills. Additionally, it sought to explore how blended learning influences conceptual understanding, retention, and engagement in elementary science education. The study also examined the role of blended learning in developing students’ ability to effectively utilize digital tools for research, communication, and presentations. Furthermore, it aimed to identify best practices for implementing blended learning in elementary classrooms, offering empirical data to inform curricular design and instructional methodologies. By investigating students’ perceptions and experiences, this research evaluated the extent to which blended learning impacts motivation, self-directed learning, and overall classroom engagement. The findings of this study contribute to the growing body of knowledge on blended learning in elementary education, providing recommendations for educators and policymakers on optimizing its integration to improve student learning outcomes. Introduction/Background: Blended learning combines traditional face-to-face instruction with online learning components, creating a flexible and interactive educational experience. This approach has gained attention for its potential to enhance student engagement, achievement, and digital competency by integrating technology into learning. In science education, where critical thinking and digital literacy are essential, blended learning offers opportunities for deeper understanding through multimedia resources, virtual simulations, and interactive activities. While research has demonstrated its benefits in secondary and higher education, its application in elementary education remains underexplored, particularly in improving digital skills and fostering student-centered learning. Science education plays a crucial role in developing students’ problem-solving abilities and inquiry-based learning skills, yet traditional teaching methods often rely on passive instruction that may not fully engage young learners. Blended learning addresses these limitations by providing personalized instruction, self-paced learning, and technology-enhanced activities that support conceptual understanding. Despite the increasing integration of technology in education, there is limited research on how blended learning impacts elementary students' academic performance and digital literacy in Thailand. This study seeks to fill this gap by assessing the effects of blended learning in the Earth Science course for Grade 4 students at Ekamai International School, Bangkok. By examining students’ achievement and digital competency before and after the intervention, this research aimed to provide insights into the effectiveness of blended learning in elementary science education and inform best practices for its implementation. Methodology: This study employed a quasi-experimental one-group pre-test and post-test design to assess the impact of blended learning on science learning achievement and digital skills among 20 Grade 4 students from Ekamai International School, selected through cluster random sampling. The intervention consisted of five Earth Science lessons using a flipped classroom model, spanning 40 instructional hours over ten weeks. Students engaged with online materials before participating in in-class sessions, which focused on hands-on interactive activities. Pre- and post-tests measured changes in science learning achievement and digital skills, using a standardized test and a digital competency assessment. Both instruments were validated for reliability and content accuracy. Paired t-tests were conducted to compare pre-test and post-test scores, with a significance level of p < 0.05, to determine whether blended learning significantly enhanced students' academic performance and digital literacy. The findings contribute to understanding how blended learning can support elementary science education and digital competency development. Findings: 1. Science Learning Achievement: The results revealed a statistically significant improvement in students' post-test scores compared to their pre-test scores (p < .05). The effect size of the difference using Cohen’s d was 2.30, which is considered a large effect size. This indicates that the blended learning approach effectively enhanced their understanding of Earth Science topics. Digital Skills: No statistically significant difference was observed in students' digital skills before and after the intervention (p > .05). The effect size of the difference using Cohen’s d was 0.41, which is considered a small effect size. This suggests that while the blended learning approach enriched science achievement, its impact on digital skills was not as pronounced within the study's timeframe. Contribution/Impact on Society: This study contributes to the body of knowledge by providing empirical evidence on the efficacy of blended learning at the elementary level. The findings underscore its potential to improve academic outcomes in science education, while highlighting areas for further development in fostering digital skills. The results offer valuable insights for educators and policymakers who aim to integrate technology into early education, ensuring alignment with 21st century learning demands. Recommendations: 1. For Practitioners: Implement blended learning models, such as the flipped classroom, in elementary science education to enhance student engagement and achievement. Provide structured guidance to improve digital skills through targeted activities. For Researchers: Explore the long-term effects of blended learning on digital skills and its application across diverse subjects and age groups. Investigate methods to optimize the integration of digital literacy components into lesson plans. Research Limitations: This study was constrained by its small sample size (20 students), lack of a control group, and short intervention duration 40 hours). The focus on a single subject, Earth Science, and the specific setting of an international school in Bangkok limits the generalizability of findings. Additionally, the study employed only the flipped classroom model, excluding other blended learning approaches that might yield different outcomes. Future Research: Future studies might consider: Expanding sample sizes and including diverse educational settings to improve generalizability. Extending intervention durations to examine long-term effects on digital skills. Exploring blended learning's impact across multiple subjects and incorporating advanced digital competencies such as coding and multimedia production. Comparing the flipped classroom with other blended learning models to identify the most effective approaches for elementary education.

This research analyses the field of digital literacy and digital competency, focusing on the growing research conducted in this domain. The dataset reveals that information technology, education and digital literacy have consistently gained attention recently. This study involves accessing the Scopus Elsevier database and retrieving data from 984 documents. We used Bibliometrix software for comprehensive bibliometric analysis and Python packages for plot generation. Moreover, this research aims to analyse trends, patterns and insights in digital literacy and competency based on bibliometric data, covering journal clustering, author productivity, Keyword Plus term frequencies, citation trends and keyword shifting. It also highlights emerging areas such as digital transformation, digital skills and the impact of COVID-19, indicating their increasing significance in the research community. The findings underscore the growing interest in the intersection of education and technology, particularly concerning digital literacy and e-learning. This dataset is valuable for identifying trends, tracking research progress and identifying digital literacy and competency.

This article determines the overview of digital literacy and ICT competency, the encouragement of digital literacy in the information age, and the encouragement of ICT competency in the information age. The encouragement of digital literacy and ICT competency is essential for modern organizations that seek to serve suppliers and customers, increase business performance, strengthen competitiveness, and achieve regular prosperity in the information age. Thus, it is required for modern organizations to encourage their digital literacy and ICT competency and develop a strategic plan to regularly investigate their practical improvements toward satisfying customer requirements. The article argues that encouraging digital literacy and ICT competency has the potential to enhance organizational performance and achieve strategic goals in the information age.

This chapter determines the overview of digital literacy and ICT competency, the encouragement of digital literacy in the information age, and the encouragement of ICT competency in the information age. The encouragement of digital literacy and ICT competency is essential for modern organizations that seek to serve suppliers and customers, increase business performance, strengthen competitiveness, and achieve regular prosperity in the information age. Thus, it is required for modern organizations to encourage their digital literacy and ICT competency and develop a strategic plan to regularly investigate their practical improvements toward satisfying customer requirements. The chapter argues that encouraging digital literacy and ICT competency has the potential to enhance organizational performance and achieve strategic goals in the information age.

[Introduction]: This article argues that digital curation—the art and science of searching, analysing, selecting, and organising content—can be used to promote the development of digital information literacy skills among higher education students. Rather than relying on institutionally approved journal articles that have been pre-ordained as suitable for a given purpose, digital curation tools allow students to evaluate the quality of Web based-based content and then present it in an attractive form, all of which contributes to the cultivation of their digital literacy skills. We draw on a case study in which first- year information and communications technology (ICT) students used the digital curation platform Scoop.it to curate an annotated collection of resources pertaining to a particular topic. The notion of curation has undergone a significant transformation in the wake of an increasingly digital society. To 'curate,' traditionally referred to as 'taking care,' has morphed into a process of cataloguing, accessing, and representing artefacts. In the digital age, curation is a way of sifting, organising, and making sense of the plethora of information; it has become an important life skill without which one cannot fully participate in digital life. Moreover, the ready availability of information, made possible by the ubiquity of Internet technology, makes digital curation an essential skill for the twenty-first 21st century learner. In answer to this need, we are seeing the emergence of suites of digital tools, dubbed ‘curation’ tools, that meet the perceived need to locate, select, and synthesise Web content into open, user-organised collections. With information overload, a distinctive feature of the Internet, the ability to sift through the noise and dross to select high- quality, relevant content—selected on the basis of authority, currency, and fitness-for-purpose—is indeed a valuable skill. To examine this issue, we performed a case study in which a group of first- year Information and Communication Technology (ICT) students curated Web- based resources to inform an assessment task. We argue that curation platforms, such as Scoop.it, can be effective at cultivating the digital information literacy skills of higher education students.

The purpose of this activity is to improve digital literacy competencies and optimize the ability of teachers to use e-learning media in the implementation of Distance Learning (PJJ). The training materials are tailored to the needs of teachers as participants to overcome digital literacy problems that exist in schools. The method of implementation is carried out by the lecture method to deliver digital literacy competency material, training methods to provide direct experience in using e-learning applications, and dialogical methods. To measure the increase in participants' knowledge and understanding in this activity, questionnaires were given before and after training. The questionnaire contains tests for testing knowledge and understanding of digital literacy and the use of e-learning applications. Participants in this activity were all teachers of SMPN 2 Dewantara, North Aceh. This activity provides significant benefits of improving understanding of teachers' digital literacy competencies and skills in using e-learning applications that can be used in implementing Distance Learning.

This study aims to explore student teachers’ digital literacy competence and practices during their participation in the Kampus Mengajar Program. This program offers the skills to apply the technologies for teaching and learning and create collaborative and interactive learning in preparing them to become a teacher. A qualitative case study design was employed in understanding student teachers perceive, develop, and apply digital literacy in real teaching contexts. The data was constructed through semi-structured interviews and photo documents with eight student teachers of Kampus Mengajar Program and analyzed using thematic analysis. The results show that student teachers perceive digital literacy as a crucial skill in addressing the challenges of education in the digital era. The Kampus Mengajar Program is perceived to significantly contribute to enhancing digital literacy skills through providing knowledge related to digital literacy and utilizing technology in learning. However, challenges remain in terms of limited school infrastructure, insufficient digital training, and difficulties in managing digital-based administrative tasks. The study highlights the importance of integrating digital literacy more explicitly into teacher education curricula and fostering institutional support to strengthen student teachers’ digital competence and pedagogical practices. Future research is suggested to investigate factors influencing digital literacy development and the impact of digital teaching practices on student learning outcomes.

In the digital era, technology plays an important role in supporting inclusive education, especially in Special Schools (SLB). Teachers need to have digital literacy competencies in order to understand the characteristics of students with special needs and develop appropriate learning methods. This training aims to equip SLB teachers with digital literacy skills as an instrument in understanding students and improving their professional competence in using educational technology. This training is carried out in one day (7 hours) using workshop and direct practice methods. The material provided includes an introduction to digital literacy in the context of special education, the use of technology to understand students, the development of digital-based learning media, and digital learning evaluation strategies. Through interactive sessions and simulations, participants are given the opportunity to apply various platforms and applications to create a more inclusive and innovative learning environment. The results of this training are expected to improve teachers' digital competence, enabling them to design and implement technology-based learning strategies effectively. In this way, education for students with special needs can be more adaptive, interactive, and in accordance with their individual needs. This training also encourages teachers to continue developing their digital skills in order to create higher quality learning in SLB

The 21st-century work environment, for which universities prepare graduates, demands multi-dimensional and interdisciplinary competencies infused with digital literacy skills essential for sustainable employability (Baruch & Sullivan, 2022; Gürbüz, Bakker, Demerouti et al., 2023). Our increasingly digitalised society reinforces the need for learners to acquire digital competencies as part of their education (Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio et al., 2022). Digital literacy, defined as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies, is still an evolving concept (UNESCO, 2018). With the mandate to produce graduates capable of performing to expected standards in ever-changing work environments, higher education institutions continuously define the digital competencies of their graduates and how to develop them. This involves ongoing discussions about what students should learn to be digitally competent (curriculum), how they should be taught and supported (pedagogy), and the associated progression in learning (assessment) (Ilomäki, Lakkala, Kallunki et al., 2023). However, Western perspectives on learning and teaching in higher education often dominate these discussions. Given that most students in Australian universities come from diverse socio-cultural backgrounds, there is a need to address this gap in the literature by considering alternative perspectives on curriculum, pedagogy, and assessments for digital literacy in higher education. This study presents findings from a critical integrative review of the literature (Whittemore & Knafl, 2005). The aim is to identify alternative perspectives in defining the digital competencies critical in preparing students for diverse socio-cultural work environments. To achieve this, a well-known meta-framework of digital literacy (Tran, Jung, Unangst et al., 2023; Martínez, Sádaba and Serrano-Puche, 2021) will be used to map digital competencies identified in global literature, exploring and challenging the concept of a digitally competent university graduate in today’s diverse world. The integrative review will also identify teaching and learning approaches (pedagogies) for developing students’ digital competencies from socio-cultural perspectives, as discussed in the literature (Mahn and John-Steiner, 2012). Peer-reviewed articles, reports, and e-book chapters will be searched in global literature, with inclusion criteria focusing on keywords such as digital literacies, digital competencies, socio-cultural learning theory, teaching pedagogies, curriculum design, and learner support. Databases will include ProQuest, Scopus, and Web of Science. Relevant data will be extracted using an Excel sheet, and thematic and interpretive analyses will be employed to synthesise the data critically. The findings will provide insights into how socio-cultural differences influence the valued aspects of digital literacy and how they are taught or assessed in higher education. This research will also offer critical insights into how teachers can inclusively support diverse students, considering unique ways to recognise prior educational experiences, learning preferences, and needs. The final output will be a conceptual framework for teaching and learning digital literacy in Western high education from socio-cultural perspectives. Ultimately, this research aims to provide a much-needed international perspective on what it means to be a digitally competent graduate in Australia and globally.

Objectives In this study, we aimed to verify the effects of the learning psychological characteristics and digital literacy education activities of middle and high school students in Gyeonggi Province on digital literacy and students' core competencies through structural equation modeling. Methods To this end, we utilized data from the ‘Gyeonggi Province School Education Status Survey’ conducted in 2021 and 2022 by the Gyeonggi Educational Research Institute. The analysis focused on the responses from 8,884 middle school students in the first year (2021) and 4,981 high school students in the second year (2022), examining their psychological characteristics, digital literacy education activities, digital literacy, and core competencies. Structural equation modeling was conducted using R software to explore the relationships among the variables, mediating effects, and pathways. Results The results of this study indicated significant influences among learning psychological characteristics, digital literacy education activities, digital literacy, and core competencies of students. Additionally, when comparing pathways between middle and high school students, it was found that the influence of digital literacy on core competencies, the impact of digital literacy education activities on digital literacy, and the effect of digital literacy education activities on core competencies were lower for middle school students than for high school students. However, the influence of learning psychological characteristics on digital literacy was significantly higher for middle school students compared to high school students. Conclusions Learning psychological characteristics, digital literacy education activities, and digital literacy significantly influence students' core competencies. This suggests that various educational approaches focusing on learning psychological characteristics and digital literacy can play a crucial role in enhancing the core competencies of future learners.

Objective: The aim of the study was to explore the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence" to outline three dimensions for digital skills, complementing the studies of Van Deursen and Van Dijk (2014). Theoretical framework: The theoretical framework was based on the studies of Van Deursen and Van Dijk (2014) that already addressed the theme of digital skills, but the present study sought to deepen and complement these investigations, exploring in more depth the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence." Methodology: The methodology included a search for articles in the Web of Science database, with a hundred citations or more that used the terms "Computer Literacy," "Digital Literacy," and "Digital Competence." From this search, Content Analysis was conducted with the technique of Descending Hierarchical Classification. Results: The results led to the creation of a framework with the main mentions about each selected term, organizing and systematizing the dimensions for digital skills. Conclusion: The research concluded that the three dimensions are interdependent, and a model that highlights their interconnections and overlaps can provide a clearer structure for the study of digital skills. Research implications: The research has practical implications, as the developed framework simplifies and operationalizes the concepts of "Computer Literacy," "Digital Literacy," and "Digital Competence," making them easier to understand and apply. This can help educators and professionals develop more effective teaching and training programs to improve individuals' digital skills. Originality/value: The originality and value of the research lie in the creation of a framework that systematizes and simplifies the concepts of digital skills, contributing to a better understanding and application of these concepts in the context of lifelong digital learning.