Literacy Competencies Research Articles

The Impact of Digital Entrepreneurial Competencies, Digital Literacy and Government Support on Digital Entrepreneurship Using Regression Analysis

Abstract Digital entrepreneurship in rural Malaysia is limited, with small businesses struggling to use digital tools and develop entrepreneurial skills. This study explores the impact of digital literacy, entrepreneurial skills, and government support on small businesses, areas that have not been fully studied. It also looks at the role of youth in Terengganu in promoting digital entrepreneurship, in line with Malaysia’s National Entrepreneurship Policy. The study found that digital literacy and entrepreneurial competencies explain 37.3% of digital entrepreneurship, with government support and interaction effects increasing this effect by an additional 5%. Digital literacy and entrepreneurial competencies significantly impact digital entrepreneurship, with entrepreneurial competencies having a stronger influence. Government support does not impact digital entrepreneurship, but combining digital literacy with government support does. In rural areas, limited resources and knowledge may reduce the effectiveness of government aid. The government should prioritize training programs, like workshops and mentorships, to improve digital skills and business capabilities, in collaboration with academic institutions. This strategy would assist business owners in acquiring the useful abilities required for success in the digital economy. It highlights the importance of continuous learning and offers key insights for educators and policymakers to foster skills.

Pelatihan Menulis Teks Bahasa Inggris Melalui Pendekatan Saintifik Terintegrasi Dengan Teknik Mind Mapping Bagi Siswa SMK Plus Insan Andalan Cianjur

In the globalization era, students should have the ability to communicate in English. However, the results of the need analysis conducted at SMK Plus Insan Andalan Cianjur showed that students needed to improve their English skills, especially writing skills. One of the solutions is writing coaching of English texts through the scientific approach integrated with mind mapping technique. The purpose of the writing coaching is to improve students' literacy competency, particularly students' English writing skills. The writing coaching was carried out face-to-face involving 40 students in grade 10. The writing coaching was carried out in three stages, i.e., preparation of writing coaching, implementation of writing coaching, and evaluation of writing coaching. Referring to the results of observations, interviews, and questionnaires, the findings show that the implementation of a scientific approach integrated with mind mapping techniques facilitate students to get ideas and compose English sentences more easily so that students are more enthusiastic in writing English texts. Thus, the students’ literacy competencies can be improved more optimally.

EcoLingua: Optimizing Indonesian Learning through Lumen5 in Digital Era

This scholarly investigation examines the evolution and application of Lumen5-based video instructional media for Indonesian language pedagogy with a specific emphasis on environmental themes. Employing a Research and Development (R&D) methodology through the ADDIE framework, the inquiry produced five interactive videos that address various environmental challenges, including forest fires, flooding, waste management, landslides, and the maintenance of school hygiene. The research encompassed extensive evaluations involving 10th-grade students, utilizing a combination of qualitative and quantitative methodologies to evaluate the efficacy of the video-centric learning paradigm. Findings indicated a 30% enhancement in students' understanding of environmental concepts in comparison to conventional text-based instructional strategies. Moreover, 80% of the students indicated heightened engagement with the educational content, while 75% exhibited advancements in their digital literacy competencies. The utilization of Lumen5's AI-driven platform was found to be effective in producing interactive, visually stimulating materials that are appealing to Generation Z learners. By aligning with the Merdeka Curriculum and integrating local environmental contexts, this inquiry presents a scalable framework for augmenting both language instruction and environmental awareness in the context of the digital era. The outcomes imply that AI-enhanced video learning platforms possess the potential to effectively reconcile the divide between traditional educational approaches and modern instructional requirements while fostering environmental consciousness among learners.

A Delphi study on health literacy competencies for health professionals

BackgroundHealth professionals play a key role in promoting health literacy, as they continue to be one of the main points of contact and most trusted source of information for healthcare users on questions and concerns regarding health and disease. To adequately support individuals in dealing with health information and services and to strengthen health literacy, health professionals need a corresponding set of knowledge, skills, and attitudes, hence they need a wide range of health literacy competencies. Despite their crucial role in guiding and supporting patients and their relatives in terms of health-related information and services, in-depth studies on health literacy competencies of health professionals are still scarce. Thus, the aim of this study was to identify and prioritize health literacy competencies of health professionals in German-speaking countries.MethodsA modified, two-round Delphi study was conducted with 24 experts in the field of health literacy or a relevant field from Switzerland, Austria, and Germany. The experts were asked to evaluate and rate different competencies of health professionals regarding health literacy.ResultsAs a result, 14 core competencies have been identified by the experts, including five items referring to the category “knowledge”, seven items to the category “skills” and two items referring to the category “attitude”. The identified competences indicate that health literate health professionals understand health literacy’s importance, employ clear communication techniques, and actively engage patients to ensure comprehension. Furthermore, health literate health professionals recognize cultural barriers, use plain language, and maintain that effective communication is crucial for quality healthcare. Among the 14 core competencies, communication practices were reported to be of particular importance for practice-oriented, professional health literacy skills of health professionals.ConclusionsThe identified set of health literacy competencies provides an essential groundwork for future assessments of competencies concerning professional health literacy among health professionals, their integration into curricula, and further development of tailor-made trainings and education.

Assessing e-Health Literacy and Digital Competence among Peruvian Primary Health Care Patients

Assessing e-Health Literacy and Digital Competence among Peruvian Primary Health Care Patients

Effect of blended learning using the metaverse platform on digital literacy competency, learning immersion, and learning satisfaction of nursing students

Effect of blended learning using the metaverse platform on digital literacy competency, learning immersion, and learning satisfaction of nursing students

농업인의 디지털 리터러시 역량이 삶의 만족에 미치는 영향: 디지털 효능감과 디지털 자립의 이중매개효과

Objectives The purpose of this study is to analyze the impact of farmer’s digital literacy competency on life satisfaction and to explore the double mediating effects of digital self-efficacy and digital self-reliance in this relationship. Methods The research subjects were 1,781 farmers selected from the 2023 Digital Divide Survey conducted by the National Information Society Agency of Korea. Descriptive statistics, correlation analysis, and hierarchical regression analysis were performed using SPSS 29.0 and PROCESS macro 4.2 (Model 6) was used to examine the dual mediating effects of digital efficacy and digital self-reliance. Results The analysis revealed that digital literacy competency did not directly affect life satisfaction; instead, its impact was fully mediated through digital self-efficacy and digital self-reliance. Higher levels of farmers' digital literacy competency were associated with increased digital self-efficacy, which subsequently enhanced digital self-reliance, indirectly contributing to greater life satisfaction. Although the effect of digital self-reliance was weaker than that of digital self-efficacy, it was still statistically significant. Conclusions This study empirically demonstrated the complete mediating roles of digital self-efficacy and digital self-reliance in the relationship between farmers’ digital literacy competency and life satisfaction. To strengthen farmers’ digital literacy competencies in the context of agricultural digital transformation, educational programs should focus on building both psychological confidence and technological independence. Highlighting successful experiences and practical applications of digital tools can significantly improve farmers’ quality of life in a digital agriculture environment. These findings underscore the importance of tailored digital education and the implementation of sustainable support policies.

A Study on the Application and Issues of Generative AI-Based EduTech in Korean Languge Education : Focusing on University Korean Language Instructors’ Perceptions and the Characteristics of Generative AI

This study aims to explore the applicability and challenges of utilizing generative AI-based EduTech in Korean language education. It investigates the impact of generative AI technology on Korean classroom and presents the findings from a survey conducted among university Korean instructors. Generative AI, a cutting-edge technology capable of generating not only text but also diverse digital content, shows great potential for application in educational settings. It is particularly noted for its ability to provide personalized learning experiences and interactive opportunities. Despite the development of various teaching and learning tools incorporating this technology, their usage in actual educational contexts remains limited. A survey of 46 university Korean language instructors was conducted to analyze the implementation status of generative AI-based tools and instructors' perceptions of their educational effectiveness. The findings revealed that many instructors pointed to a lack of understanding about how to effectively utilize these tools, concerns about decreased learner concentration, and uncertainties about their educational impact. While some held optimistic views on the technology's potential, skepticism about its applicability also emerged. Based on these results, this study suggests that the effective integration of generative AI-based EduTech into Korean education requires the development of appropriate educational data, strengthening digital literacy competencies among teachers and learners, and a systematic approach that aligns technology with educational practices. Furthermore, the study examines the educational challenges related to the use of generative AI-based tools in education and proposes directions for their future development and roles in the field. By offering a balanced discussion on the educational potential and limitations of generative AI, this research seeks to contribute to identifying strategies and actionable plans for its effective use in Korean language education.

Exploring the Development Process of Media Literacy Competency for Seminary Students: Grounded theory analysis Approach

Exploring the Development Process of Media Literacy Competency for Seminary Students: Grounded theory analysis Approach

DEVELOPMENT OF INTERACTIVE TEACHING MATERIALS THROUGH HEYZIN IN IMPROVING STUDENTS’ MATHEMATICAL LITERACY ABILITY

Abstract The objective of this research is to develop interactive pedagogical resources on the Heyzin platform, employing Canva to enhance the Mathematical literacy competencies of students in the fourth grade. The Research and Development (R&D) method with the ADDIE model was used in this study to formulate interactive educational materials. This research integrated both qualitative and quantitative data. Qualitative data were acquired through interviews conducted with subject matter experts and media specialists. Conversely, quantitative data were derived from the analysis of pretest and posttest scores that evaluate mathematical literacy proficiency, in addition to student satisfaction surveys. The pretest and posttest results obtained an N-Gain with a moderate category. The results of the effectiveness test stated that there was an increase in Mathematical literacy through the use of interactive teaching materials developed through Heyzin. The results of the average increase indicate an increase that is classified as a moderate category. This study concludes that developing interactive teaching materials based on Canva through Heyzin can be an alternative learning method that is effective in improving students' Mathematical literacy.

Segmentasi Siswa Berdasarkan Capaian Literasi dan Numerik Menggunakan Teknik Clustering

The Competency-Based National Assessment (CBNA) aims to measure students' basic competencies in literacy and numeracy as the foundation for learning at various levels of education. However, assessment results often show significant variations due to factors such as learning environment, teaching methods and socio-economic background, making it difficult for schools to design effective learning strategies. This study aims to map students based on literacy and numeracy achievement using clustering techniques with K-Means and Spectral Clustering algorithms. The data used is the 2023 National Assessment Public Report Card for SMA/SMK/MA/MAK levels. The analysis process includes pre-processing, exploratory analysis, application of clustering algorithm, and evaluation using Silhouette coefficient. The results showed that the K-Means algorithm with two clusters performed better (Silhouette coefficient 0.1901) than Spectral Clustering (-0.2218). The first cluster grouped students with low literacy and numeracy attainment, while the second cluster included students with higher attainment.

A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway

This study aims to develop a comprehensive competency framework for artificial intelligence (AI) literacy, delineating essential competencies and sub‐competencies. This framework and its potential variations, tailored to different learner groups (by educational level and discipline), can serve as a crucial reference for designing and implementing AI curricula. However, the research on AI literacy by target learners is still in its infancy, and the findings of several existing studies provide inconsistent guidelines for educational practices. Following the 2020 PRISMA guidelines, we searched the Web of Science, Scopus, and ScienceDirect databases to identify relevant studies published between January 2012 and October 2024. The quality of the included studies was evaluated using QualSyst. A total of 29 studies were identified, and their research findings were synthesized. Results show that at the K‐12 level, the required competencies include basic AI knowledge, device usage, and AI ethics. For higher education, the focus shifts to understanding data and algorithms, problem‐solving, and career‐related competencies. For general workforce, emphasis is placed on the interpretation and utilization of data and AI tools for specific careers, along with error detection and AI‐based decision‐making. This study connects the progression of specific learning objectives, which should be intensively addressed at each stage, to propose an AI literacy education pathway. We discuss the findings, potentials, and limitations of the derived competency framework for AI literacy, including its theoretical and practical implications and future research suggestions. Practitioner notesWhat is already known about this topic AI literacy is becoming increasingly important as AI technologies are integrated into various aspects of life and work. Research on AI literacy competencies across diverse learner groups and disciplines remains fragmented and inconsistent to guide educational practices. Studies providing a coherent pathway for AI literacy development throughout educational and working life are lacking. What this paper adds A comprehensive AI literacy competency framework consisting of 8 competencies and 18 sub‐competencies. Variations in AI literacy competencies with tailored configuration and prioritization across different learner groups by school levels and disciplines. A proposed pathway for developing AI literacy from K‐12 to higher education and workforce levels. Implications for practice and policy The framework can guide the design and implementation of AI curricula tailored to different learner characteristics and needs. Education should shift focus from teaching how to use AI to fostering competencies for critical, strategic, responsible and ethical integration of AI. Policies are needed to support a systematic pathway for lifelong AI literacy development from K‐12 education to workforce training.

EVALUATING THE EFFECTIVENESS OF KAMPUS MENGAJAR PROGRAM IN ENHANCING INDONESIAN’S LITERACY AND NUMERACY

This study appraises the effectiveness of the Kampus Mengajar Program on improving Indonesian primary school students' competencies in literacy and numeracy. These recent evaluations show that deficiencies of competency in those two basic skills are highly alarming and call for comprehensive educational intervention. The present study will also examine the impact of the program, from the point of view of the interns, teachers, and school administrators, on how the program serves to enhance learning outcomes for the students and professional development for the interns. A mixed-methods methodology was applied, with quantitative data obtained from pre- and post-tests, complemented by semi-structured interviews for qualitative insights. In the results, the average points increase in literacy was 10.7 and numeracy 13.5. While this can be demonstrated by statistical measurements, positive qualitative feedback regarding the efficacy of teaching and collaboration substantiates these findings. Simultaneously, several difficulties remain unresolved; the majority are to the interns' preparation and alignment with the curriculum's requirements. Overall, interns felt confident in their roles, while teachers had concerns about their preparedness. The study, therefore, concluded that Kampus Mengajar Program has been highly effective for the students in enhancing their skills but at the same time pointed out the need to enhance training and support for interns. Policies should, therefore, focus on scaling up successful components of this program to ensure the interns become ready to handle the demands placed by the curriculum. These are gaps that will have to be filled if the improvements in literacy and numeracy are to be sustained across Indonesian education.

Development of Data Literacy Competency System for K-12

This study focuses on developing a comprehensive data literacy competency system for K-12 education in South Korea, addressing the critical need for integrated data literacy in an increasingly data-driven society. Recognizing data literacy as a multifaceted domain essential across various disciplines, we explore its nuanced sub-competencies tailored for students at different educational levels. Our research methodology involves a qualitative content analysis of the national curriculum, supplemented by a Delphi survey with educational experts to refine and validate the identified competencies. We present a structured competency system, categorizing data literacy into four main areas: Foundation of Data, Data Collection and Management, Data Analysis and Techniques, and Data Results Utilization. Each area encompasses specific competencies and detailed competency statements, differentiated by educational level to align with students’ developmental stages. The study’s outcomes offer a systematic approach to embedding data literacy in the curriculum, emphasizing the importance of these skills in the digital age. Our proposed system is aligned with the national curriculum and considers the broader international context, making it relevant for global K-12 educational settings. Additionally, the system addresses the diverse needs of students, ensuring that all learners acquire essential data literacy skills. This research contributes to the field by providing a concrete framework for data literacy education, highlighting its significance in nurturing informed, capable citizens in a data-centric world. We aim to effectively prepare students to navigate and contribute to an increasingly complex digital landscape by fostering these competencies.

PEMANFAATAN DATA HASIL DIAGNOSTIK SISWA ASESMEN KOMPETENSI MADRASAH INDONESIA UNTUK PENGEMBANGAN KURIKULUM DI KOTA SAMARINDA

This study aims to analyze the utilization of diagnostic data from the Indonesian Madrasah Competency Assessment (AKMI) in curriculum development in Samarinda City. Amid the challenges of globalization and the need to prepare a high-quality young generation, responsive and adaptive education management has become increasingly crucial. AKMI, as a comprehensive assessment evaluating students' competencies in reading literacy, numeracy, science, and socio-cultural aspects, provides highly valuable data for improving education quality. This research adopts a mixed-methods approach, combining quantitative data from AKMI diagnostics conducted between 2021 and 2024 with qualitative data gathered through interviews and observations with stakeholders in Samarinda City. The findings indicate that AKMI data can be used to identify students' strengths and weaknesses across various competencies, which can then serve as the foundation for designing more adaptive and evidence-based curricula. As a recommendation, curriculum development strategies in Samarinda City should focus on improving numeracy and science literacy, while strengthening the already solid achievements in reading and socio-cultural literacy. This study is expected to provide guidance for developing curricula that are more responsive to students' needs and enhance the quality of learning in madrasah.

Trikaya Parisudha-based learning management system development: Enhancing digital literacy and numeracy competencies

This development research aimed to determine the validation level of the Trikaya Parisudha-based Learning Management System tool regarding digital literacy and numeracy literacy and to ascertain the practicality level of the Learning Management System tool simultaneously towards digital literacy and numeracy literacy among Primary School Education Study Program students. This research is categorized as R&D using the 4D model. The study data were collected using questionnaires. The questionnaire for validity assessment was delivered to the content and media experts. The questionnaire to evaluate the practicality of the Learning Management System was distributed to the students and lecturers of the Primary School Education Study Program at STAHN Mpu Kuturan Singaraja. Then, the data were analyzed quantitatively. This study found that the media, materials, and language of the Trikaya Parisudha-based Learning Management System developed were deemed valid by three experts. In terms of its practicality, this study confirmed that the Trikaya Parisudha-based Learning Management System media were categorized as very practical. Integrating the Trikaya Parisudha philosophy, which is deeply rooted in local cultural values, underscores the significance of embedding cultural context into educational resources, potentially improving students’ engagement and producing a more comprehensive educational experience that aligns with students’ backgrounds.

ANALYSIS OF SCIENCE LITERACY LEARNING MEDIA DEVELOPMENT AS A FORM OF DIFFERENTIATED LEARNING IN PRIMARY SCHOOLS

The implementation of the independent curriculum through differentiated learning is a recommended strategy to be applied in learning in primary schools, because learning with this strategy refers to the needs and abilities of diverse learners. However, in its application, teachers must be able and precise in determining the appropriate teaching tools. Moreover, learning with the content of science literacy is an important thing to convey to students in the 21st century. So, this study aims to provide a literature review on the development of teaching media with science literacy content as a form of implementing differentiated learning in elementary schools. The literature review method was used to collect primary data from written sources such as journals, reports and other documents. The results of the study explain that the application of differentiated learning can be done after determining the suitability that refers to the needs and abilities of students. Based on this, the development of science literacy teaching media is a form of differentiated learning. The development of teaching media is needed because differentiated learning requires appropriate teaching media. So, it is important for teachers to continue to develop competence and be able to mature in implementing differentiated learning. It is hoped that the results of this literature review can provide a better understanding of the application of differentiated learning and improve students' science literacy competencies, especially for primary school teachers in the context of implementing an independent curriculum and fostering the character of students who can be competitive in the global world.

Librarians and paraprofessionals’ digital literacy competencies and digital programs of public libraries in Western Visayas, Philippines

PurposeThis study aims to examine the digital literacy (DL) competencies among librarians and paraprofessionals of public libraries in Western Visayas, Philippines. It also investigated the digital programs implemented, the factors enabling or deterring these programs, DL practices and the availed and needed continuing DL skills development.Design/methodology/approachThe study adopted the proposed competence areas and competencies for the Digital Literacy Global Framework. A mixed method was used. A total of 10 librarians and 32 paraprofessionals coming from 16 public libraries in the region were surveyed. A follow-up interview was conducted with the five public libraries’ head librarians and library-in-charge.FindingsResults showed that librarians demonstrated relatively higher levels of DL competencies in all seven areas than paraprofessionals. Librarians and paraprofessionals rated the digital content creation competencies the lowest among the seven areas. Financial constraints, slow internet connection, limited library technology spaces, lack of training and seminars, insufficient digital resources, inadequate librarian and staff and multiple library roles were expressed as limiting factors in implementing digital programs in public libraries. Partnership training is the only DL skills development program availed by the librarians and paraprofessionals. They expressed the need to have library automation and digital content creation workshops.Originality/valueThe study attempts to measure the DL skills of librarians and paraprofessionals of public libraries in Western Visayas, Philippines. Capacity building for librarians and paraprofessionals should focus on the items rated very poor to average.

Effect of AI literacy on online information search competencies among medical students in Pakistan

In today's technology-driven healthcare landscape, AI competencies are essential for medical students. This study assessed AI literacy and online information search (OIS) skills among 336 students from 12 public medical institutions in Sindh, Pakistan. The survey revealed strong AI literacy in areas such as hardware, software, data literacy, content creation, safety, and problem-solving, but students struggled with understanding AI errors. They also demonstrated sufficient behavioral, procedural, and meta-cognitive competencies in online information searching. A significant positive correlation between AI literacy and OIS skills was found, indicating that higher AI literacy improves students’ search abilities. These findings underscore the need to integrate AI-related skills into medical education to better prepare students for the evolving healthcare environment. The study offers insights for AI developers, AI vendors, medical educators, librarians, medical institution administrators, and policymakers on how they can play a significant role in enhancing AI literacy and search competencies in medical education.

Evaluation of the Implementation of the 2023 Computer-Based National Assessment Using the Cipp Model at SD Inpres Noelbaki

This study aims to evaluate the preparation, process, and challenges of implementing the 2023 Computer-Based National Assessment (ANBK) at SD Inpres Noelbaki, Kupang Regency, by using a qualitative descriptive approach with the CIPP (Context, Input, Process, Product) evaluation model. The study involved various parties, including the Headmaster, Deputy for Facilities and Infrastructure, Deputy for Curriculum, Proctor, the 5th Grade Homeroom Teacher, and 5th-grade students. Data were collected through interviews, observations, and documentation, and their validity was tested through time, technique, and source triangulation, then data analyzed by using Miles and Huberman's interactive model. The results show that technical preparation included providing equipment such as Chromebook, Wi-Fi networks, the ANBK application, and exam simulations to ensure readiness. Non-technical preparation focused on guiding students through the questions. The challenges in preparation included students' low literacy and numeracy skills, limited guidance time, internet connectivity issues, and minimum ANBK socialization. The ANBK process was conducted as scheduled on October 18-19, 2023, with 30 students participating in two sessions. The challenges faced included internet connectivity disruptions, limited student skills in using computers, and student anxiety due to insufficient literacy and understanding of the questions. The results indicated that 63.33% of students achieved the minimum competency in literacy and 30% in numeracy.This study recommends improving numeracy, socialization, guidance time, and technical support for future ANBK implementations.