Amid rapid digital transformation, information & communications technology (ICT) has emerged as a pivotal element in the development of education in India, that serves as a fundamental pillar in achieving educational equity and improving the quality of learning. Since the 1980s, India has seen successive efforts to integrate technology into education, from computer literacy programs to advanced digital platforms such as SWAYAM and DIKSHA. National policies, notably the National Policy on Education 2020 and the National Mission on Education through ICT (NMEICT), have established a comprehensive framework aimed at promoting digital learning and empowering both teachers and students. The application of ICT in the Indian education system has brought about a tangible shift in teaching and learning methods, from traditional to blended and virtual learning, providing greater access to knowledge resources. However, this journey faces significant challenges, including the digital divide, weak infrastructure, and disparities in technical competencies among teachers and learners. Case studies in states such as Kerala and Karnataka highlight pioneering models of technology integration for more inclusive and effective education. Recent innovations, including artificial intelligence and adaptive learning, have helped propel the education system toward new horizons. This research emphasizes the need to adopt sustainable policies that ensure digital inclusion, build human capacity, and foster public-private collaboration, making ICT a strategic tool for achieving modern and balanced education in India.

This study investigated the computer literacy of public elementary teachers and its impact on their performance in Edukasyong Pantahanan at Pangkabuhayan within the Getafe 1 and Getafe 2 districts of Bohol during the school year 2023-2024. It aimed to profile teachers by age, gender, teaching experience, performance, and engagement in ICT training while assessing their computer literacy across various skills. The research employed a descriptive-correlational design, surveying 62 teachers. Findings revealed a significant correlation between the teachers' profiles, namely age, gender, teaching experience, and computer literacy. However, there was no notable difference in computer literacy when evaluating learners based on their IPCRF, ICT training, or DCP packages. Interestingly, gender differences among teachers were linked to learners' performance in EPP-ICT, but overall, teacher profiles remained consistent across several categories without influencing learner performance. In addition, the study found no significant relationship between teachers' computer literacy and students' EPP-ICT outcomes. The study concludes by recommending enhanced supervision in digitalization efforts within the educational system. It emphasizes the need for teacher training, ICT infrastructure improvements, and hands-on gadget usage for students to prepare them for 21st-century demands better.

South Asian immigrants in Southeast Queens County, New York City face healthcare, housing, and digital access challenges shaped by English proficiency. Despite community growth, data remains limited. This assessment examines English proficiency as a social determinant of health. A mixed-methods study was conducted across nine ZIP codes in Southeast Queens County, New York City. From August 1-October 31, 2023, the quantitative phase included a multilingual survey (English, Bengali, Hindi) that reached 395 South Asian participants, covering demographics, living conditions, food security, safety, mental health, and digital literacy. The qualitative phase (December 2023-March 2024), guided by IDEO's Human-Centered Design, included five interviews and a focus group. Analysis revealed significant disparities between Limited English Proficiency (LEP, n = 288) and non-LEP (n = 107) individuals. LEP respondents reported more housing issues, especially pest infestations (91.1% vs. 82.4%, p = 0.042), and lower homeownership (19.1% vs. 34.6%, p = 0.031). Computer literacy was lower among LEP individuals (50.6% vs. 80.8%, p < 0.001), though internet access was high in both groups (87.0% for LEP vs. 91.4% for non-LEP, p = 0.24). Housing instability persisted, with a greater share of LEP participants renting (70.6% vs. 56.4%, p = 0.031). This assessment highlights how language proficiency shapes social determinants of health for South Asian immigrants in Southeast Queens County, New York City. LEP individuals faced more housing, food, safety, and digital literacy challenges, underscoring the need for language-accessible, culturally tailored services.

The article examines the theoretical and methodological foundations of developing digital competence (DC) in future engineers within the context of the transformation of modern higher technical education. The evolution of the concept of “digital competence” is analyzed – from computer literacy to a multidimensional category integrating knowledge, skills, abilities, values, and attitudes necessary for successful professional activity in the digital economy. The basic characteristics of the digital competence formation system are identified, including integrity and systemacity, flexibility and adaptability, innovativeness, practice orientation, openness, and integration into the international educational space. Based on international (DigComp, UNESCO, EntreComp) and national regulatory and methodological frameworks, the indicators for measuring the level of DC among students of technical universities are substantiated. Special attention is given to the experience of higher education institutions in Vinnytsia, where innovative educational practices are implemented – in particular, dual education, the use of VR/AR technologies, the introduction of project-based learning, and the integration of the educational process with the needs of the regional labor market. Methodological recommendations are developed to ensure the effectiveness of the DC formation system, aimed at combining academic training with students’ practical activities. The scientific novelty of the work lies in the comprehensive analysis of the structural components and characteristics of the system for forming engineers’ digital competence, which allows for the integration of educational, research, and industrial components. The practical significance of the study consists in the possibility of applying the proposed principles in the modernization of educational programs of technical universities.

Nursing informatics is a driving force for the transformation of healthcare systems. Developing a digitally literate nursing workforce has become mandatory in many universities around the world. This study analyzed how nursing informatics was integrated into undergraduate nursing curricula in Australia and South Africa. A holistic multiple case study approach guided this study. Categorical aggregation of the data from four cases revealed that nursing informatics was conceptualized as clinical data, health information and digitalized nursing profession. Nursing informatics was a requirement for nursing programme accreditation in Australian cases. Across four cases, eight nursing informatics competencies were identified: computer literacy, information literacy, digital communication literacy, digital health literacy, data security and privacy literacy, clinical judgment skills, leadership skills in digital health, and adaptive expertise in technology advancement. Although several efforts have been made to prepare students for nursing informatics in Australia and South Africa, there is a significant gap between the two countries, and the lack of clearly defined nursing informatics competencies and guidelines to develop and teach informatics content were highlighted as hindrances. Thus, developing tools to guide the integration of nursing informatics is recommended.

Blogging has become a vital tool in modern education, providing a platform for reflective learning, collaboration, and knowledge sharing. However, its adoption and effective use in Nigerian tertiary institutions remain limited, particularly due to students’ perceptions and knowledge gaps. This study investigates students’ perceptions and knowledge of blogging for educational purposes in tertiary institutions in Ondo State, Nigeria. The population for the study consists of all students in tertiary institutions in Ondo State, Nigeria. A total sample of 300 respondents were selected using convenience sampling techniques from three major institutions in the State. Data were collected using a structured questionnaire, which was validated and tested for reliability (Cronbach’s alpha = 0.85).The findings reveal that participants have positive perception toward the usage of weblogs for educational purposes with average percentage of 75.4%. The findings reveal with average percentage of 94.4%, that participants have knowledge of weblog for educational purposes. The constraints identified include lack of skills and insufficient knowledge of weblogs (70.3%), weblogs is only accessible by computer literates (73.4%), lack of mobile phones, personal computers limit the use of weblog (86.3%),inadequate electricity limit the use of weblog (88.7%), bad internet facility limit the use of weblog in the tertiary institutions (80.0%), and lack of relevant software’s and poor maintenance of weblog limit the use of weblogs among the students (90%). Despite these challenges, students expressed strong interest in learning how to utilize blogs for educational purposes. The study recommends that curricular integration, improved access to digital infrastructure, and structured training programs should be implemented in order to maximize the usage of weblog for educational purposes in tertiary institutions.

This study reports on the development and validation of a survey instrument to assess the competencies required for effective e-learning among science and mathematics supervisors in Kuwait. Based on the growing importance of technology-enhanced education during and after the COVID-19 pandemic, the instrument measures eight domains: computer literacy, computer skills, planning educational situations, program design, teaching and learning processes, assessment and evaluation, professional development, and social/ethical/legal issues. A quantitative design was used. The generation of items was followed by expert review using the Lawshe-Tristan method. Items with a content validity of less than 0.58 were removed, resulting in content validity indices of 0.79 and 0.81 for the teacher and student versions, respectively. Descriptive analyses showed that male supervisors, those with higher English proficiency, and those who reported advanced technology expertise scored significantly higher across all competency domains, while supervisors in intermediate and secondary stages, as well as those in science disciplines, scored higher than their peers. The instrument thus provides a psychometrically robust tool for assessing readiness to learn and highlights demographic differences that can be used to target professional development. The study concludes with a recommendation to conduct larger sample sizes and additional validation phases to refine the instrument further and improve its applicability in different educational contexts.

Instagram has emerged not only as a social networking platform but also as a vital digital marketing tool for fashion brands. However, missed marketing opportunities persist due to factors such as limited computer literacy, unfamiliarity with digital tools, and resistance to new media. The aim of the study is to explore the opportunities for leveraging Instagram as an effective marketing tool within the fashion industry in Durban. Specifically, it seeks to identify how fashion businesses can utilise Instagram to enhance brand visibility, engage with their target audience, and maximize promotional efforts to drive success in the digital marketplace. This quantitative study employed a purposive sampling method and focused on descriptive analysis through a structured online questionnaire distributed to 130 fashion businesses in Durban. The findings underscore Instagram's efficacy in enabling fashion businesses to effectively showcase products, engage visually with their target audience, and amplify brand awareness. The platform's visual-centric nature inherently supports robust brand marketing and promotion, particularly in the fashion sector. Recommendations highlight the imperative for fashion brands to strategically leverage Instagram to enhance visibility and augment brand perception. Success on Instagram necessitates a well-coordinated marketing approach to ensure impactful brand promotion and engagement with followers.

Electronic Health Records (EHR) are vital tools for enhancing healthcare delivery, improving data accuracy, and supporting clinical decision-making. Despite global progress, adoption in Nigerian healthcare institutions remains limited due to infrastructural and organizational challenges. This study assessed the level of EHR adoption at Federal Medical Center (FMC) Mubi, Adamawa State, and examined key factors influencing implementation. Using a descriptive cross-sectional design, data were collected from health records professionals and staff involved in patient information management through a structured, self-administered questionnaire. Analysis was conducted using SPSS, applying descriptive statistics, Chi-square tests, and logistic regression. Results showed that only 19% of respondents routinely used EHR systems, while 81% relied on manual records. Adoption was significantly associated with formal training (OR = 3.2, p &lt; 0.01), computer literacy (OR = 2.5, p &lt; 0.05), and management support (OR = 2.7, p &lt; 0.05). Major barriers included inadequate training (70%), poor infrastructure (65%), and resistance to change (40%), often driven by generational skill gaps and organizational inertia. The findings suggest FMC Mubi is in the preparatory phase of EHR adoption. Addressing foundational gaps through strategic investment, behavioral interventions, and leadership engagement is essential for full-scale implementation. The study recommends future longitudinal research and alignment with national and global digital health frameworks to ensure sustainability and impact.

HighlightsWhat are the main findings?Automated cognitive and mood assessment is feasible in the acute stroke setting;Computer literacy, anxiety in using technology, and post-stroke fatigue are barriers to performing automated cognitive assessment in the acute stroke setting.What are the implications of the main findings?The identification of mood and cognitive difficulties is possible at the earliest stages post stroke;Short assessment and improving access to computers on the stroke pathway would aid further automated assessment.Background: Cognitive and mood impairments are common in Stroke Survivors (SSs), leading to worse outcomes and poorer quality of life measures. Current methods of assessment of mood and cognitive performance are time consuming and rely on health care professionals. This makes assessment in hyper-acute stroke units (HASU) difficult. Here we describe the use of CognoStroke, an automated assessment of mood and cognitive impairment in the HASU. Methods: Using conversational interaction delivered through a virtual, web-based agent (CognosStroke), speech analysis was performed using three large language models (GPT2, Facebook.BART-based, and RobERTa-base) to classify thresholds levels of MoCA (threshold: 22,23,24,25,26), GAD-7 (above 5 and 10), and PHQ-9 (above 5 and 10). Results are presented as Macro F1-scores (MFSs). Patients were asked about barriers to using CogonStroke. Results: A total of 151 SSs agreed to perform CognoStroke, with 75 completing the full assessment. The best MFS of 0.723 was achieved using CognoStroke for thresholding a MoCA of 26. The MFS improved further to 0.783 when single prompts or a smaller combination of prompts from the CognoStroke bank were used. For the PHQ-9 a MFS of 0.686 was achieved thresholding above 10 and on the GAD-7 a MFS of 0.617 was achieved for thresholding above 5. Single prompts or smaller prompt combinations again achieved higher MFSs. Discussion: CognoStroke has potential to classify SSs into groups with high or low cognitive and mood thresholds, highlighting benefits for improving post-stroke cognitive assessment. Challenges of automated assessment on the HASU include patient computer access, anxiety in using technology, post-stroke fatigue, and computer literacy.

Computational thinking (CT) is recognized as a core competency for the 21st century, and its development is shaped by multiple factors, including students’ individual characteristics and their use of information and communication technology (ICT). Drawing on large-scale international data from the 2023 cycle of the International Computer and Information Literacy Study (ICILS), this study analyzes a sample of 81,871 Grade 8 students from 23 countries and one regional education system who completed the CT assessment. This study is the first to apply a predictive modeling framework that integrates two machine learning techniques to systematically identify and explain the key variables that predict CT and their nonlinear effects. The results reveal that various student-level predictors—such as educational expectations and the number of books at home—as well as ICT usage across different contexts, demonstrate significant nonlinear patterns in the model, including U-shaped, inverted U-shaped, and monotonic trends. Compared with traditional linear models, the SHapley Additive exPlanations (SHAP)-based approach facilitates the interpretation of the complex nonlinear effects that shape CT development. Methodologically, this study expands the integration of educational data mining and explainable artificial intelligence (XAI). Practically, it provides actionable insights for ICT-integrated instructional design and targeted educational interventions. Future research can incorporate longitudinal data to explore the developmental trajectories and causal mechanisms of students’ CT over time.

When teaching entry-level statistical programming at universities, educators may wonder if they are alone in facing the challenge of spending valuable time explaining computer basics, such as file management. To better understand the knowledge gaps of students, we investigated the varying levels of computer literacy among university students enrolled in introductory statistical programming courses at a leading German university. We conducted and analyzed surveys among university students from three years, and we included similar questions in a general population survey to identify gaps in device usage, computer proficiency, and computational thinking. We refined existing instruments for capturing computer literacy and our refined instruments are open for re-use. Our findings reveal and discuss the heterogeneity in foundational computer skills in the context of students’ different majors, their varying secondary education, and the growing reliance on mobile devices.

The study aimed to know about pre-service teachers’ view about effectively implementing ICT in the classroom to promote lifelong learning, and its potential drawbacks. The researchers used the phenomenological research design. The participants were chosen using a quota sampling technique. The data were gathered from seven pre-service teachers in a chosen state university utilizing the structured interview through Google Meet. The gathered data were analyzed using thematic analysis. The study revealed thirteen (13) themes. The findings of the study found out that pre-service teachers are willing to integrate technology into their lessons for lifelong learning. There is personal desire in using technological tools in classroom instruction to enrich discussion and classroom interaction which leads to academic achievement. It also saves time while maximizing productivity. However, there were several drawbacks such as financial constraints, lack of computer literacy skills, struggle in using unfamiliar and not user-friendly applications, and the lack of physical interaction.

This research examines the effect of flipped classrooms and online platforms as new pedagogical strategies in English Language Teaching (ELT). The study was designed to assess how combining digital technologies and pre-class activities affects students' motivation, engagement, and language ability. A mixed-method design was used with quantitative data from online questionnaires filled out by 150 English language learners and 20 teachers, and qualitative data from virtual semi-structured interviews. Statistical inference (t-tests, ANOVA, and correlation) indicated improved performance and motivation among students who participated actively with web-based materials and joined synchronous classes regularly. Qualitative outcomes supported these findings with increased learner autonomy, interaction, and flexibility, in addition to issues of internet accessibility and computer literacy. The research argues that flipped classrooms with online support promote active, learner-focused pedagogy and provide a viable model for contemporary English language teaching. Recommendations are provided for enhancing technological infrastructure and teacher education to optimise the potential of the flipped and online teaching models across varied education settings.

This paper explores the distinctions and connections between AI literacy and AI fluency, drawing parallels with the historical development of other literacies such as computer literacy and digital fluency. The paper argues that while AI literacy focuses on understanding and evaluating AI technologies, AI fluency represents a higher-order competency encompassing innovation, ethical management, and creation with AI. Examining existing definitions identifies "creation" as a recurring theme differentiating fluency from literacy, where fluency implies the ability to generate novel solutions and artifacts using technology. The paper proposes a conceptual framework for AI literacy and fluency in K-12 education, emphasizing the need to develop both concurrently rather than sequentially. By fostering AI literacy through comprehensive professional development, educators can equip themselves and their students to engage with AI ethically and effectively. Simultaneously, cultivating AI fluency empowers students to utilize AI as a tool for innovation and problem-solving, going beyond passive understanding to actively shape the future of AI in education. The paper concludes that investing in teacher training and developing clear definitions of AI literacy and fluency are crucial steps toward integrating AI into K-12 education responsibly and effectively, preparing students to navigate the complexities of an increasingly AI-driven world.

BackgroundThe rapid evolution of digital health technologies, particularly within the Web 3.0 framework, has underscored eHealth literacy (eHL) as a critical competency for patients engaging with digital health care platforms. Patients in sustained hospital stays, often in vulnerable conditions, face unique challenges in using eHealth tools effectively. However, existing eHL assessment tools are insufficient to address the intricate and dynamic demands of contemporary health care systems, especially for individuals under continuous hospital care.ObjectiveThis study aimed to develop the Adult Inpatient eHealth Literacy Scale (AIPeHLS), a comprehensive, multidimensional tool grounded in the Lily Model, to evaluate eHL among adult inpatients within the context of digital health care innovations.MethodsThe development of the AIPeHLS followed a systematic, multiphase process. Initial item pool generation was informed by a literature review and then refined using the Delphi method, resulting in a preliminary set of 53 items spanning 6 dimensions of the Lily Model. The scale was refined through a pilot survey among 100 individuals requiring inpatient care, followed by item analysis and exploratory factor analysis (EFA). Validation was achieved via a cross-sectional study with 532 participants, using confirmatory factor analysis (CFA) to verify the scale structure, alongside evaluations of convergent, discriminant, criterion-related, and content validity. Reliability was assessed using Cronbach α, Omega, and split-half reliability.ResultsThe finalized AIPeHLS comprised 44 items across 6 dimensions: traditional literacy, information literacy, media literacy, health literacy, computer literacy, and scientific literacy, reflecting the skills necessary in the Web 3.0 context. Both EFA and CFA confirmed the 6-factor structure, demonstrating acceptable model fit indices (χ²=1974.654 (df=887), root mean square error of approximation=0.048, comparative fit index=0.957, normed fit index=0.925, and incremental fit index=0.957). The scale exhibited robust content validity, convergent and discriminant validity, criterion-related validity, and high internal consistency, with a Cronbach α of .965, Omega coefficient of 0.962, and a split-half reliability of 0.791 for the entire scale.ConclusionsThe 44-item AIPeHLS was found to be a reliable and valid instrument for assessing eHL in adult inpatients in the evolving Web 3.0 context. Its comprehensive framework and strong psychometric properties make it an effective tool for health care providers to understand patients’ digital health competencies and tailor interventions accordingly. For researchers, our findings provided opportunities to explore the relationship between eHL and health outcomes, while offering valuable insights into the development of more effective eHealth interventions and policies.

Abstract Higher education is globally recognised as an enabler of social justice and community development. Remote Australian Aboriginal students are underrepresented in higher education, and there has been little research into the skill and topic interests of this group. To address this knowledge gap and inform curricula development of the recently established community-led Wuyagiba and Garrthalala Bush Universities, we surveyed the skill and topic interests of 221 people across 16 Aboriginal communities of 97,000km 2 Arnhem Land, northern Australia. Drawing on the Australian Skills Classification and Bourdieu’s Capital Theory, we critically examined the influence of social, cultural and racial capital on the skill and topic interests of prospective Bush Uni students, and perceptions of stakeholders. Results confirmed our hypothesis that strong interests and aspirations exist within these remote communities. Findings confirmed student and stakeholder interest in ‘walking in both worlds’ with favoured topics including local Aboriginal history, knowledge and practices combined with computer, business, leadership and English literacy skills. We found significant divergence between prospective student and local stakeholder groups, geographic region, gender, and differences between Aboriginal and non-Aboriginal stakeholder perceptions of student interests. Notably, non-Aboriginal stakeholders selected several topics that significantly differed from actual student interests. The skill and topic preferences of different regions likely reflected different socio-economic histories, opportunities and resource constraints. These results underscore the need for evidence-based, cross-cultural higher education models in remote Aboriginal Australia that equip students with skills and confidence to break away from their existing habitus .

This study critically addresses the challenge of integrating successful ideas related to each stage in the life cycle of a construction project by emphasizing both the objectives of maximizing profits and maintaining project functionality. The research aims to enhance the implementation of the Building Information Modeling (BIM) technique by exploring and categorizing its multifaceted benefits using the developing construction industry in Nigeria as a case study. As a result, applying Exploratory Factor Analysis assists in grouping BIM-related benefits, thus providing insights into nuanced perspectives. To bridge this identified research gap, a survey of construction professionals in Nigeria was carried out through a questionnaire, with analysis conducted using Partial Least Squares-Structural Equation Modelling. Results show that BIM adoption in this unique setting will bring significant gains, although some challenges persist. These include the absence of established collaboration between designers and the downstream supply chain, low computer literacy, a dearth of standard BIM protocols for enhancing collaboration amongst the industry players, and resistance to change among construction industry professionals.Query This study has advanced the knowledge in this domain by providing insights into the benefits of BIM and a ready reference to guide policymakers in adopting BIM in developing nations.

This design-based research study explores the development of an AI-generated Python programming curriculum tailored to elementary school learners transitioning from block-based to text-based coding. The study responds to the increasing prioritization of computational literacy in early education, highlighting the global shift towards integrating programming as a foundational 21st-century skill. Drawing upon the TPACK (Technological Pedagogical and Content Knowledge) framework and cognitive load theory, the study utilized large language models (LLMs), including Veed, OpenAI’s GPT-4 and Claude, to independently generate modular lesson sequences, interactive exercises, multimedia resources, and assessments. The resulting curriculum comprises three progressive units covering Python basics, variables, and data types, with multimodal features designed to support cognitive development and sustain engagement. The study also examines the affordances and limitations of generative AI as an instructional design agent, highlighting its efficiency in content creation while underscoring the crucial role of human oversight in ensuring pedagogical coherence and developmental appropriateness. This work contributes to the emerging discourse on AI-assisted curriculum development, offering a model for scalable, self-guided programming education that bridges early block-based learning to general-purpose coding fluency.

Background Media and information literacy (MIL) is one of the most essential competencies people need in the 21st century. Although extensive research has focused on children and students, the MIL status of mothers, who are not only huge seekers and consumers of media and information but also crucial interventionists in family MIL, remains in its infancy.Objective The objective of this scoping review is to systematically map the existing studies on mothers’ MIL in the 21st century. Specifically, it aims to perform a bibliometric analysis of relevant research; clarify the condition of mothers’ MIL in the 21st century; summarize the theoretical frameworks and measurement methodologies; and identify key influencing variables.Inclusion criteria All primary or peer-reviewed articles on mothers’ MIL published after 2000 will be included, regardless of language or region. There are no participant restrictions, such as age, region, marital status, etc. All relevant concepts, such as “computer literacy,” “digital literacy,” “Information and Communications Technology (ICT) literacy,” “information literacy,” “MIL,” “media literacy,” “news literacy,” “social media literacy,” “technology literacy,” and “visual literacy” are included.Methods The review will adhere to the JBI’s Scoping Review Guidelines and utilize the PRISMA-ScR reporting standards. A comprehensive search strategy based on the PCC framework will be applied across four databases: Web of Science, Scopus, EBSCOhost and Taylor& Francis. Two reviewers will separately search the databases in a two-round screening and extract data using a designated extraction instrument to respond to review queries. The search strategy and the instrument had been refined through a pilot test. A PRISMA flow diagram will be used to depict the entire screening procedure.Registration This scoping review protocol has been registered in the Open Science Framework (https://doi.org/10.17605/OSF.IO/2N5V7).