Towards Designing Digital Learning Tools for Students with Cortical/Cerebral Visual Impairments: Leveraging Insights from Teachers of the Visually Impaired

To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

The purpose of this research is to determine the needs of teachers for teaching geometry education activities to early childhood children with visual impairments using digital learning tools. The data for the study was collected during the fall semester of 2024-2025 through need analysis forms filled out by a total of 9 preschool and special education teachers working in state schools for the visually impaired located in Turkey's three largest cities: İzmir, Istanbul, and Ankara. The study is designed as a case study, one of the qualitative research designs. A single embedded case design was used in the study. In a single embedded case design, there are often multiple sub-units or layers within a single case (Yıldırım and Şimşek, 2018). The data collected in this study was analyzed using the content analysis method. When the results obtained from this research are generally examined, it was determined that the needs of teachers regarding the process of teaching and learning geometry to early childhood children with visual impairments are composed of the sub-themes of achievements, activities, and materials under the theme of the geometry teaching and learning process, and the sub-themes of learning and teaching under the theme of difficulties experienced in the geometry teaching and learning process. Additionally, the needs of teachers concerning the use of digital tools and technology in the geometry teaching and learning process were identified under the sub-themes of benefits, in-service training, and recommendations.

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

BackgroundAccording to the German Physiotherapy Education and Qualification Regulations, teaching of anatomical structures is one of the fundamental subjects of physiotherapy education. Besides exhibits and models, anatomy atlases are usually used as teaching and learning tools. These are available in both analog form such as printed books or in digital form as a mobile application. Furthermore, the use of digital teaching and learning tools is steadily increasing within the education of health professionals.AimTo assess the efficacy of a digital educational tool in contrast to an analog anatomical atlas in acquiring knowledge about anatomical structures.Material and methodThe data collection took place in the context of an anatomy tutorial for students of the bachelor’s degree program in physiotherapy. In a cross-over design, the students completed two learning assignments, each, with different learning materials provided, either with an anatomy app on a tablet or with an anatomy atlas as a book. The tests to assess the newly acquired knowledge immediately after the task, consisted of questions about the anatomical structures of the knee as well as the shoulder. In addition, the students’ satisfaction with the learning materials provided was surveyed using a questionnaire. The survey assessed their satisfaction, their assessment of learning success, and their affinity to digital learning materials. This was done using a 5-point Likert scale and a free-text field. The data was analyzed descriptively, and group differences were calculated using a t-tests.ResultsThirty students participated. The group comparison showed a significantly better outcome for the group that prepared with the analog anatomy atlas for the questions on the knee than the comparison group that used the anatomy app (t(28) = 2.6; p = 0.007). For the questions concerning the shoulder, there was no significant difference between the digital and analog groups (t(28) = 1.14; p = 0.26). The questionnaire revealed that satisfaction with the analog anatomy atlas was significantly higher than with the anatomy app. A total of 93.34% rated their experience with the analog learning tool at least “somewhat satisfied”. In contrast, 72.67% of students partially or fully agreed that they “enjoyed learning with digital learning tools”.DiscussionLearning anatomical structures with the Human Anatomy Atlas 2023 + app did not show a clear advantage when compared to an anatomy book in these two cohorts of physiotherapy students. The results of the questionnaire also showed greater satisfaction with the analog anatomy atlas than with the anatomy app, whereas most students stated that they frequently use digital learning tools, including some for anatomical structures. Satisfaction with the learning tool seems to play a central role in their effectiveness. In addition, sufficient time must be provided for users to familiarize themselves with the user interface of digital applications to use them effectively.RegistrationDiese klinische Studie wurde nicht in einem Studienregister registriert.

The use of technology has grown significantly at the universities in recent years. Blackboards have been replaced with PowerPoint presentations, online courses, and videos. Nowadays all universities incorporate technologies into their curriculum in some form. They have digitilised their whole education system by recognising the function of digital classes. More and more aspects of today's world become digital because of the advancement of the internet, mobile phones, mobile apps, tablets, laptops, and other gadgets, Digital education is replacing conventional education in classrooms at many universities and colleges. The purpose of the paper is to demonstrate how teachers may build their curriculum and support materials, employing the most creative side to personalise learning, using modern technologies. Although, many people favour traditional teaching methods, the possibilities are endless when technology is integrated into the classroom. The education has become much more accessible, with a wide choice of learning techniques. Teachers should think about why students want to use the technology in the classroom rather than need it. It will surely assist educators in tracking a student progress and developing innovative lesson strategies. Students who learn using technology can build skills that will help them to succeed in the future. Methodology of the study is based on general research methods of analysis and synthesis, induction and deduction, observation and abstraction, which are used to systematise achievements in the theory and practice of modelling systems of different nature in the humanities and, in

This poster presentation describes an ongoing research project investigating the use of digital tools by university students in Qatar. The study also explores the effectiveness of having students inform each other of the usefulness of self-selected digital tools for English language learning. Rationale Mitra and colleagues (Dolan et al., 2013; Mitra, Leat, Dolan, &amp; Crawley, 2010) suggest that self-organized groups of learners sharing a common technological tool (traditionally a computer) offers a self-empowered and socially supported avenue of effective learning outside the classroom. Interest in digital tools facilitating self-directed learning has only increased with the development of the power and complexity of the World Wide Web (Blake, 2013; Saxena, 2013). Important reported benefits include greater learner motivation (Saxena, 2013) and the development of learning communities outside the traditional educational setting (Lord &amp; Lomicka, 2011). For language learners, the Web 2.0 has often been used to provide added opportunities to practice or use language outside of the classroom (Blake, 2013; Borau, Ullrich, Feng, &amp; Shen, 2009). Examples include the numerous grammar explanations and exercises, and the use of microblogs for language learning (Antenos-Conforti, 2009; Castrillo De Larreta-Azelain, 2013; Lord &amp; Lomicka, 2011; Wang &amp; Vásquez, 2012). Digital English language product revenues in the Middle East will exceed $215 million by 2018 (Global Educational Supplies and Solutions, 2014). However, little is known about how language learners in the region exploit these resources for self-directed independent language learning, and what resources they find helpful. An initial database search identified only one study addressing this issue. In this study, an online survey at Qatar University identified 18 educational uses to which students put their smartphones, including: accessing the university's online learning management system, discussing classes with classmates, and practicing online quizzes (Fayed, Yacoub, &amp; Hussein, 2013). In addition to exploring the ways in which students use digital tools and the perceived effectiveness of these tools for English language learning, our study investigated the efficacy of having students, rather than instructors, find, vet, and recommend digital tools for classmates. If successful, such an approach could alleviate English instructor concerns about being able to judge the appropriateness of digital tools for their students’ unique linguistic needs, learning preferences, and cultural sensitivities. This research is expected to contribute to the development of best practices in education in culturally diverse learning environments such as the transnational university campuses in Qatar. Research Questions and Objectives The research questions guiding this study are: What are the online practices of tertiary education students in an English for Academic Purposes (EAP) program in the Qatar? How are EAP students’ independent learning practices influenced by participating in a course that requires them to use digital tools to develop their English skills? The objectives of this research are: 1. to establish baseline attitudes and behaviours regarding digital tool use for language learning amongst English Language Learners (ELLs) in an EAP program in Qatar 2. to examine the effectiveness of the pedagogical approach of requiring participants to seek out, trial, and report to peers on their use of digital tools for language learning. This will be done by testing for a significant: i. within group effect ii. between group effect (treatment versus control groups) 3. to identify more details regarding participants’ motivations, experiences, and views related to digital tool use for language learning, along with their insights regarding the pedagogical approach used in the treatment. 4. to disseminate findings, methodology and recommendations to other institutions in Qatar, the Middle East, and abroad. Methodology This study employed a quasi-experimental, mixed methods approach, collecting both quantitative and qualitative data. The use of a control group and multiple measurement instances allowed testing for significant effects of the pedagogical treatment between groups (treatment versus control differences) and across time (pre- versus post-treatment results versus one-semester post-treatment). Students in the treatment group, as part of their coursework, were asked to set an individual language goal for the upcoming two weeks. Based on this goal, they were required to seek out and trial a digital tool. At the end of each two-week period, each student posted a report on their experiences with the tool to the course's online discussion page. Reports focused on the benefits and limitations of their selected tool and how it contributed to their goal. Students also read and replied to each other's posts. These two-week cycles were completed 5 times. Students in the control group completed their course, in the same EAP program as the treatment students, without the independent digital tool use component described above. At the beginning of the semester, the end of the semester, and the end of the following semester, students in the treatment and control groups completed quantitative questionnaires intended to assess various aspects of their attitudes and experience with using digital tools for language learning purposes. The questionnaires provided direction for focus group interviews conducted with treatment group students at the end of the semester, and one semester post-treatment. The focus group interviews provided more depth and clarity about students’ experiences and perspectives regarding digital tool use for language learning, and about the utility of having students find and share their experiences with digital tools. Results The preliminary results and analysis described in this poster presentation includes a comparison of the quantitative data of control and treatment groups at pre- and post-treatment. Qualitative data of the first focused group interviews is also presented. Conclusion While 96.7% of Qatar's population are internet users (Central Intelligence Agency, 2016.), little is known regarding its use as an educational tool. A better understanding of how language learners in this context use digital tools, and how digital tools could appropriately be used to improve language skills, would be of great importance to students and educators in the region. References Antenos-Conforti, E. (2009). Microblogging on Twitter: social networking in intermediate Italian classes. In L. Lomicka &amp; G. Lord (Eds.). The next generation: Social networking and online collaboration in foreign language learning, Calico Monograph Series, No. 9. (pp. 59–90). San Marcos, TX: CALICO Publications. Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press. Borau, K., Ullrich, C., Feng, J., &amp; Shen, R. (2009). Microblogging for language learning: Using twitter to train communicative and cultural competence. In M. Spaniol, Q. Li, Klamma, R., &amp; Lau, R. W. H. (Eds.), Advances in web based learning–ICWL 2009 (pp. 78-87). Berlin, Germany: Springer. Castrillo De Larreta-Azelain, M. D. (2013). Learners’ attitude toward collaborative writing in e-language learning classes: A twitter project for German as a foreign language. Revista Española De Lingüística Aplicada, 26, 127-138. Central Intelligence Agency. (2016). The world factbook: Middle East: Qatar. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/qa.html Dolan, P., Leat, D., Mazzoli Smith, L., Mitra, S., Todd, L., &amp; Wall, K. (2013). Self-organised learning environments (SOLEs) in an English school: An example of transformative pedagogy? Online Education Research Journal, 3(11). Retrieved from http://nrl.northumbria.ac.uk/15077/1/SOLEs_-_Transformative_Pedagogy.pdf Fayed, I., Yacoub, A., &amp; Hussein, A. (2013). Exploring the impact of using tablet devices in enhancing students listening and speaking skills in tertiary education. QScience Proceedings: Vol. 2013, 12th World Conference on Mobile and Contextual Learning (mLearn 2013). Retrieved from http://www.qscience.com/doi/pdf/10.5339/qproc.2013.mlearn.1 Global Educational Supplies and Solutions. (2014, December). Digital language learning market to double in the Middle East by 2018. Retrieved from http://www.gessdubai.com/news-center/press-releases/digital-language-learning-market-double-middle-east-2018 Lord, G., &amp; Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In N. Arnold &amp; L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (2nd ed., pp. 441-469). San Marcos, TX: The Computer Assisted Language Instruction Consortium. Mitra, S., Leat, D., Dolan, P., &amp; Crawley, E. (2010). The self organised learning environment (SOLE) school support pack. ALT Open Access Repository. Retrieved from <jats:ext-link xmlns:xlink

The purpose of this assessment is to identify gaps in access and availability of digital tools, as well as to evaluate their effectiveness in improving learning outcomes. A total of 300 students and 100 teachers were randomly selected from different government, private, and NGO higher secondary schools in GB. A questionnaire was created using the LIKERT scale and given to both teachers and students. Afterward, a statistical analysis was conducted. An effort was made to determine the variations in teachers’ gender using the T-test, and to analyze the differences in school types for students using one-way ANOVA. Revealing the average mean usage of digital educational tools by both teachers and students is (3.163272, 3.163272). The analysis indicates that both teachers and students have moderate usage level of digital educational tools. Additionally, both teachers and students lack advanced-level skills in using digital tools for teaching and learning, furthermore The usage level of educational digital tools in private schools is moderate, while in government schools it is low, and in NGO-based schools, it is again at a moderate level skills in learning. The usage level of digital educational tools in schools has significant implications for academic outcomes, teacher quality, and resource allocation. Integrating digital tools effectively can improve learning outcomes, increase accessibility, and personalize instruction.

Introduction Technology is integral for success in today's mathematics classrooms. Although digital technology (e.g., laptops, applications or apps) can provide opportunities for students to actively engage in math learning, it can impede such learning if the digital technology is not accessible or easily used by students who are blind or have low vision. Methods In spring 2024, 11 high school and 10 college students who are blind or have low vision participated in focus groups. Data were coded, and themes were identified. Results Four themes emerged from the data: (a) digital and access technology skills, (b) preferences related to learning media and technology, (c) communication and advocacy, and (d) accessibility challenges and work-arounds. Discussion Participating students actively used a variety of technologies to engage in digital math learning. Students who took part in the study provided multiple examples of the ways in which they worked to address the challenges they experienced in accessing information, including math content, digital textbooks, assignments, and tests. It is imperative that teachers of students with visual impairments provide opportunities for their students to develop technology, self-advocacy, problem-solving, and communication skills so their students can increasingly take responsibility for their math learning when digital tools are used in the classroom. Implications for Practitioners Educational team members, including teachers of students with visual impairments and administrators, need to collaborate to ensure that, when digital math tools are selected, these tools are accessible and usable for all students, including those who are blind or have low vision. Teachers of students with visual impairments should create ample opportunities for students with visual impairments to try using different combinations of technologies so students can identify which tools work most effectively for them when given a specific math task.

The article is devoted to the analysis of the use of digital tools in the professional training of skilled workers who, within the framework of the implementation of the «Industry 4.0» concept, will carry out the digital transformation of production processes across various sectors of the country’s economy. It has been proven that, in the context of the war and overcoming the consequences of the pandemic in Ukraine, the practice of supplementing and/or replacing traditional learning tools with digital ones is becoming common in the vocational education system, which improves information support for various aspects of the educational process. An analysis of the works of domestic scientists devoted to various aspects of digital education, including the introduction of digital learning tools into the educational process and the creation of a modern information and educational environment based on them, was conducted. More than forty of the most advanced digital tools for the types of activities of participants in the educational process, used by vocational schools in the training of future employees, have been systematized. A classification of digital learning tools by form of learning (traditional, online, and blended) has been proposed. The groups of digital learning tools are characterized according to this classification: traditional learning – mainly printed materials, practical complexes (simulators, trainers), audio and video materials are used; online learning – the educational process is based on learning management systems (LMS), platforms for online communication and webinars, online courses, interactive applications (VR/AR, simulators, various models of artificial intelligence; blended learning – uses multimedia and interactive learning tools, etc. The classification of software-based digital learning tools by field of professional activity allows for the systematization and grouping of available instruments. This facilitates their selection and application during the educational process in accordance with specific learning goals and objectives.

The integration of digital learning tools is increasingly shaping modern education, driven by technological advancements and the need for interactive teaching methods. These tools are believed to enhance student engagement and motivation, particularly in foundational subjects like Science and Social Studies. This study examines the relationship between digital learning tools and student motivation among Grade 3 learners, employing a non-experimental, cross-sectional survey design with 30 participants from two elementary schools. The research assesses two key variables: the use of digital learning tools and student motivation levels, measured through a standardized motivation questionnaire, classroom records, and teacher reports. Findings reveal a statistically significant association between digital tool usage and higher motivation levels (p = 0.006). The odds ratio of 4 suggests that students using digital tools are four times more likely to exhibit high motivation than those relying on traditional methods. These results highlight the potential of digital learning tools to enhance student engagement and underscore the need for their integration into educational practices. However, the study acknowledges its limitations, such as its cross-sectional design. Despite this, the findings provide valuable insights for educators and policymakers seeking to improve teaching strategies and student outcomes through technology integration in elementary education.

The Covid-19 pandemic which began in early 2020 has brought a big change in the Malaysian education system and around the globe. In Malaysia, all the students from pre-school until the postgraduate level had to learn to manage with the Emergency Remote Lessons (ERL). Also, many Higher Education Institutions (HEIs) around the world had to survive with the rapid shift to ERL with lesser time for preparation. In Malaysia, it was a requirement for students to equip themselves with digital technological devices such as tablets, lap tops, I-pads, mobile phones, computers and other suitable gadgets with appropriate internet to continue their studies. Nevertheless, as Malaysia moved to the endemic phase from the beginning of April 2022, online learning is still something that can be considered relevant in higher education institutions (HEIs). As technology has become ubiquitous, the teaching methodology has also undergone a radical change. The use of digital tools has enhanced learners’ engagement and true interactivity within the classrooms. Hence, the aim of this research is to find out students’ perceptions on the effectiveness of implementing “digital tool” for the reading and writing skills during the endemic phase in a private university using the convenience sampling, quantitative research method. This study demonstrates that students highlighted positive consequences when digital tool and digital learning devices with sufficient internet connection are implemented for the reading and writing skills in the classroom. The benefits of using digital tool in the reading and writing skills are discussed in the study. It can be suggested that in the near future, activities using technological devices such as mobile phones and digital learning tools could be used to boost and motivate students’ capability to incorporate technology in their learning.

PurposeThe purpose of this empirical study is to explore the efficacy of digital tools in enhancing learning outcomes within Indian higher education, specifically in the context of supporting Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This research seeks to identify how digital tools can facilitate improved learning experiences and outcomes, thus contributing to the broader educational objectives outlined in SDG4. The research seeks insights from a range of higher education stakeholders, including students, faculties, employers, entrepreneurs, and self-employed individuals.Study design/methodology/approachThis is a study via questionnaire containing closed ended questions to gather comprehensive data from students and educators across 5 higher education institutions of Delhi/NCR. A sample of 400 educators &amp; learners members participated in the study, providing insights into their experiences with digital learning tools. The data collected were analyzed using statistical methods to identify trends and correlations regarding the use of digital tools in the learning process.FindingsThe findings indicate that the integration of digital tools significantly enhances student engagement, motivation, and overall learning outcomes. Students reported increased accessibility to educational resources, institutional support, improved collaboration among peers, and a more personalized learning experience. Additionally, educators noted that digital tools facilitate more effective teaching strategies and foster an inclusive learning environment. However, challenges such as technological disparities and the need for adequate training were also identified, highlighting the importance of addressing these barriers to maximize the potential of digital tools in higher education.Originality/valueThis study contributes to the existing literature by providing empirical evidence on the role of digital tools in supporting SDG4 within higher education. It offers valuable insights into the benefits and challenges associated with digital learning environments, making it a significant resource for educators, policymakers, and institutions aiming to enhance educational practices through technology. The findings underscore the necessity for ongoing investment in digital infrastructure and training, ensuring that all learners and educators can benefit from the transformative potential of digital learning tools. This research not only reinforces the importance of digital education in achieving SDG4 but also serves as a call to action for stakeholders to prioritize equitable access to digital resources in higher education for inclusive growth.

BackgroundThe COVID-19 pandemic has highlighted the growing need for digital learning tools in postgraduate family medicine training. Family medicine departments must understand and recognize the use and effectiveness of digital tools in order to integrate them into curricula and develop effective learning tools that fill gaps and meet the learning needs of trainees.ObjectiveThis scoping review will aim to explore and organize the breadth of knowledge regarding digital learning tools in family medicine training.MethodsThis scoping review follows the 6 stages of the methodological framework outlined first by Arksey and O’Malley, then refined by Levac et al, including a search of published academic literature in 6 databases (MEDLINE, ERIC, Education Source, Embase, Scopus, and Web of Science) and gray literature. Following title and abstract and full text screening, characteristics and main findings of the included studies and resources will be tabulated and summarized. Thematic analysis and natural language processing (NLP) will be conducted in parallel using a 9-step approach to identify common themes and synthesize the literature. Additionally, NLP will be employed for bibliometric and scientometric analysis of the identified literature.ResultsThe search strategy has been developed and launched. As of October 2021, we have completed stages 1, 2, and 3 of the scoping review. We identified 132 studies for inclusion through the academic literature search and 127 relevant studies in the gray literature search. Further refinement of the eligibility criteria and data extraction has been ongoing since September 2021.ConclusionsIn this scoping review, we will identify and consolidate information and evidence related to the use and effectiveness of existing digital learning tools in postgraduate family medicine training. Our findings will improve the understanding of the current landscape of digital learning tools, which will be of great value to educators and trainees interested in using existing tools, innovators looking to design digital learning tools that meet current needs, and researchers involved in the study of digital tools.Trial RegistrationOSF Registries osf.io/wju4k; https://osf.io/wju4kInternational Registered Report Identifier (IRRID)DERR1-10.2196/34575

Purpose The purpose of this study is to explore how different forms of social support, namely, family, friends and teachers enhance students’ computer internet self-efficacy (CIS) and its subsequent impact on learning satisfaction. By understanding these relationships, this study aims to provide insights into how social interactions influence digital competency and self-directed learning (SDL). In addition, it seeks to assess the significance of course clarity (CC) in promoting a positive learning experience. These findings aim to guide educators and policymakers in improving online education by integrating effective social support structures and clear instructional strategies. Design/methodology/approach This study uses a structural equation modelling (SEM) approach to examine the role of social support in enhancing self-efficacy and learning satisfaction among secondary school students in India. Data were collected from a diverse sample of urban secondary school students across six major cities. The study investigates how social support from family, friends and teachers influences students’ CIS, subsequently impacting CC, SDL and overall learning satisfaction in online education settings. The analysis highlights key relationships between these factors, offering insights into the dynamics of digital learning experiences. Findings This study reveals that family and friend support significantly influence students’ CIS, which in turn enhances their confidence and ability to navigate digital learning tools. Peer support emerged as the most influential factor in fostering digital confidence, whereas teacher support (TS) was particularly crucial in online learning settings. Furthermore, CC was strongly associated with perceived satisfaction, highlighting the need for well-structured digital curricula. Students with higher self-efficacy were more likely to engage in SDL, emphasizing the importance of digital competency in fostering independent study habits and overall learning satisfaction. Research limitations/implications This study is limited to urban secondary school students in six major Indian cities. Future research should explore rural and international contexts to understand how social support influences self-efficacy and learning satisfaction in different educational settings. In addition, the study focuses on current digital learning environments and does not account for emerging technologies that may further impact student experiences. Expanding the research to include newer digital learning tools and platforms can provide a more comprehensive understanding of these dynamics. Practical implications The findings highlight the need for educational institutions to strengthen social support mechanisms, particularly peer and TS, to enhance students’ digital confidence. In addition, ensuring CC is essential for improving learning satisfaction. Schools and educators should focus on structured, well-organized course designs that facilitate easy navigation and comprehension. Training programmes for teachers on effective digital pedagogies and the role of social support in online education can also be beneficial. These insights can help shape policies aimed at improving student engagement and satisfaction in digital learning environments. Social implications This study underscores the importance of social interactions in online education, emphasizing the role of peer and TS in enhancing digital learning experiences. The findings suggest that fostering a supportive learning community can significantly improve students’ self-efficacy and engagement with digital tools. By promoting strong social networks in online learning, educators can help bridge digital divides and create inclusive learning environments. In addition, recognizing the role of family support in education can encourage policies that involve parents in their children’s digital learning experiences, ultimately contributing to better academic outcomes. Originality/value This research contributes to the literature by providing a nuanced understanding of how social support, self-efficacy and CC collectively influence learning satisfaction in online education. Although previous studies have examined these factors in isolation, this study integrates them to offer a more comprehensive perspective. The findings provide valuable insights for designing effective, supportive online learning environments. By emphasizing the significance of peer and TS, as well as structured course design, this research informs educational policies and practices that aim to improve digital learning experiences for secondary school students in India and beyond.