Digital Literacy Competencies Research Articles

Kompetensi Literasi Digital Mahasiswa Program Studi Pendidikan Geografi FKIP Universitas Lambung Mangkurat

The development of science and technology (IPTEK) which is very massive has a very broad influence on all aspects of human life. One of them is education and teaching that can facilitate the exchange of information so that it is not bound by space and time. This is of course very useful, especially for students, groups who always need information as reference material for their daily assignments. Therefore, students really need information literacy skills, to support the lectures they follow. There are several models used to measure a person's literacy ability, one of which is the Empowering 8 model, where this model was produced from a workshop conducted in Sri Lanka in 2004. The purpose of this study was to analyze the digital literacy competence of students of the geography education study program, FKIP Lambung Mangkurat University. This study uses a descriptive method with a quantitative approach. Based on the results of research that has been carried out, digital digital literacy students of geography education FKIP Lambung Mangkurat University are at a good or mastered level. Where from the respondents' answers, 17% were very dominant, 71% controlled, 11% did not master, and 1% did not master. Respondents who are very mastering, not mastering, and very not mastering are in the low category, respondents who are mastering are in the high category.

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

No one can dispute the fact that the teaching profession seemed to be tested during the coronavirus pandemic. Teachers were called upon to perform a difficult and multifaced role, without help and support from the state. The issues that teachers had to respond to and solve are related to their autonomy, their digital literacy competences and their relationships/cooperation with students. The new working conditions terrified teachers, who had to manage their digital classroom through a violent readjustment. Under these circumstances, Greek primary school teachers’ narratives offer us their phenomenological perspective on how they coped with their teaching duties during this period of health and educational emergency. An initial attempt is made to empathetically approach the ‘world’ of four teachers, while the subsequent interpretive and critical analysis serves as a means to illuminate ‘hidden’ beliefs of their professional role, the reshaping of their identity, and their adaptation to the online teaching context. Through their narratives, the teachers reflect on the issue of the lack of support from the state. They also note that they found it difficult to manage their e-classes in such a short time. Finally, there is a need for more effective preparation of teachers in times of uncertainty and crisis.

Pengaruh Kompetensi Literasi Digital dan Komunikasi yang Intensif terhadap Kinerja Pegawai Negeri Sipil dengan Sistem Kerja Tim sebagai Variabel Intervening

This research aims to analyze the influence of digital literacy competency and intensive communication on the performance of civil servants using the teamwork system as an intervening variable. The independent variables in this research are Digital Literacy and Intensive Communication Competence, the dependent variable is Employee Performance and the mediating variable is Teamwork System. This research uses quantitative methods with the help of questionnaires for data collection. The research was conducted at the Regional Office of the Ministry of Religion of Central Java Province, with a population of 156 people. The sample was carried out using a survey method. The data analysis technique used was Structural Equation Modeling (SEM), with a Partial Least Squares (PLS) approach. It was concluded that the intensive Digital Literacy and Communication Competency variables had a positive and significant influence on Employee Performance. The Teamwork System mediates Digital Literacy Competency and Intensive Communication on Employee Performance through the help of technology. This reflects that Digital Literacy Competence and intensive communication between employees are important in completing all work. Agencies must encourage employees to improve their competence both personally and through regular training mechanisms held by the agency. So that all employees are able to complete the work they are responsible for well without having to rely or rely on other parties.

Student’s digital literacy competence and its implications for the learning process

This study measures and compares the digital literacy index between general and vocational high school students. The aim is to determine each student’s ability to understand and implement literacy skills in the digital space. The notes from the findings of this study are then related to the proper implementation of the learning process between the two groups of education levels. This study uses quantitative methods, with the research design as a survey. The population of this research is general and vocational high school students in Medan, Indonesia using a margin of error of 5%. The sampling technique in this study used the quota sampling method proportionally to 400 respondents, with 220 respondents coming from general high school education level and 180 respondents from vocational education level. The results of this study indicate that vocational high school students have a higher digital literacy index than general high school students.

디지털 리터러시역량이 기술창업 기회역량에 미치는 영향에 관한 연구

This study investigates how strengthening college students' digital literacy competency and technology start-up opportunity capacity affects the development of career paths such as employment and entrepreneurship, and determines how digital literacy competency strengthens college students' ability to prepare for the future. This study was conducted to find ways to help college students discover entrepreneurship opportunities through empirical research on competency. The main empirical research results are as follows. First, the higher the digital literacy competency, the higher the potential entrepreneur's technical knowledge, creative thinking, and technology commercialization feasibility assessment, which was found to have a positive impact on technology startup opportunity capabilities. Second, among the sub-variables of digital literacy capabilities and technological startup opportunity capabilities, innovativeness was found to have a positive moderating effect in the relationship between technological knowledge and creative thinking. These analysis results suggest that digital literacy capabilities can increase innovation in relation to technical knowledge and creative thinking. Third, innovativeness, risk tolerance, and competitive attitude were found to have a positive moderating effect in the relationship between digital literacy competency and technology startup opportunity competency evaluation of technology commercialization potential. Fourth, although it has been shown in previous studies that digital literacy competency has a positive effect on technology startup opportunity capabilities, in this study, the interaction effects with innovativeness, risk tolerance, and competitive attitude were analyzed in more depth. This result suggests that digital literacy capabilities alone are not sufficient to increase entrepreneurial opportunity capabilities and must be considered along with other factors such as innovativeness, risk tolerance, and competitive attitude. In particular, people with high innovativeness tend to accept new ideas, and people with high risk tolerance tend to take on challenges without fear of failure. These characteristics can play an important role in increasing the capacity for entrepreneurial opportunities, so it is important to consider these factors together. Additionally, this suggests that education and support programs that help college students and young entrepreneurs develop and strengthen these capabilities are becoming more important.

Tracing the trajectory of literacy warrants: A trends study on the emergence of digital literacy and digital competency

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

DELVING INTO THE NEEDS OF DESIGN AND TECHNOLOGY TEACHERS' DIGITAL COMPETENCY

The current digital changes in the industrial world of work impacted the need for education in terms of equipping students with future skills. This situation requires teachers to adjust their instructional strategies in response to the present requirements of their students. The current educational approach provides students with exposure to the challenges and requirements of the modern era, characterised by the swift progression of technological advancements. Therefore, it is imperative that teachers possess the necessary competence to adapt and stay abreast of these current advancements in technology. Reports indicate a deficiency in teachers' integration of technology into their teaching activities in the subjects of Design and Technology (D&T). Hence, this study aims to determine the required complementary skills that are essential to D&T teachers in order to ensure that their competencies are in line with the demand of digitalization in education. This study employed a comprehensive literature method by analysing sufficient articles in journals that related to the scope of the study. The findings of the study identified digital literacy, technology integration, and technical competency as skills that teachers should possess in delivering D&T subjects to meet the demands of digitalization in education. Therefore, the outcome of this study provides valuable insights into emerging skill requirements for teachers in the D&T subjects, which are in line with current demands and trends. Consequently, this research offers valuable insights for stakeholders. These insights can be used to ensure that D&T teachers are equipped with the current competencies that align with the demands of digitalization education.

간호대학생의 디지털 리터러시와 의사소통 능력이 임상수행 능력에 미치는 영향

Objectives A cross-sectional descriptive design was aimed at investigating the level of digital literacy, communication competency and clinical competency in nursing students with a focus on digital literacy as required for future. This study was conducted to identify the factors influencing digital literacy and communication competency with respect to the clinical competency in nursing students.
 Methods Data were collected between November and December 2022 from 147 nursing students at a university located in K City, and were analyzed using descriptive statistics, two-sample t-test, one-way ANOVA, and hierarchial multiple regression with the SPSS 29.0 program.
 Results The results showed that nursing students generally have good digital literacy, but they struggle with specific areas like material development and information evaluation. Nursing students' communication competency(β =.68, p<.001), followed by digital literacy(β=.19, p=.027) had a significant impact on clinical competency(F=61.9, p< .001), as explaining 56.8% of the variation.
 Conclusions To improve nursing students’ clinical competency, developing a more oriented to digital literacy skills and communication competency nursing education program is needed.

Assessing Digital Literacy Competence among the Undergraduate Students in Rural Area: A Survey

This paper aims to assess the level of digital literacy skills of undergraduate students of the arts and science streams and attempts to examine their awareness of digital resources, frequency of using digital resources, awareness of online sharing tools, and purpose of using digital resources. The paper uses a survey research approach to carry out this investigation. The study reveals that the majority of the students of all three streams are awareness of digital resources, online sharing tools and there is no difference among students regarding in awareness of digital resources.

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy.

The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers

With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.

중등교사의 디지털 리터러시 역량이 수업전문성과 교직만족도에 미치는 영향

The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.

대학교육에서 ChatGPT 활용에 대한 교원 인식조사

Objectives The purpose of this study is to present the direction of ChatGPT introduction and teaching and learning plans of universities by analyzing how ChatGPT perception and use behavior differ according to the characteristics of the faculty group in general situations and teaching and learning.
 Methods For this purpose, 341 faculty at K University were analyzed for their general perception of ChatGPT and perception of educational use according to their major field, digital literacy competency, and experience.
 Results First, in general, faculty' experience in using ChatGPT is high, and they use it for daily purposes such as searching for information and curiosity, and less for teaching. The reason why chat was not used was because they did not know how to use it and did not feel the need for it. Second, in terms of teaching and learning applications, the translation and summarization function was viewed most positively, and the spread of disinformation was viewed most negatively. ChatGPT utilization capabilities were high in the order of media exploration, research utilization, instructional design, and instructional application. Third, in the field of university support, ethics education for AI use and ChatGPT case sharing were the most important.
 Conclusions In order to raise faculty' perception of ChatGPT and spread the right culture, it is necessary to establish an ethical foundation at the university, support digital education, and develop and present new technology convergence classes.

Generative Artificial Intelligence to Enhance Architecture Education to Develop Digital Literacy and Holistic Competency

This research investigates the impact of Generative Artificial Intelligence (GenAI) on digital literacy development and holistic competencies in Architecture education. The research design focuses on applying GenAI tools such as ChatGPT, Midjourney, BricsCAD BIM, and VR/AR software and their influence on architectural students' overall competencies. This paper uses a mixed research approach combining a case study of Architecture students' progress in a residential revisitation project, using Midjourney, BricsCAD BIM, and VR/AR software, with an online questionnaire survey administered to 350 undergraduate students at two leading universities in Mainland China and Hong Kong in the 2023-2024 school year. This approach aims to deepen understanding of GenAI's influence on conceptual creativity, initiative, self-management, and stress tolerance within a holistic competency framework. The research results indicate that architecture students frequently use GenAI tools during the design concept stage, suggesting their relevance to specific pedagogy in-studio learning and conceptual creativity. Additionally, the findings reveal a potential correlation between frequent GenAI tool usage, improved time management, and reduced anxiety among Architecture students. The results enhance understanding of digital technology in Architecture education while providing valuable insights for future GenAI implementations. The study highlights the potential benefits of incorporating GenAI, emphasizing their role in fostering creativity, effective time management, and stress tolerance among Architecture students.

Research on the use of interactive technologies in the process of teaching design and their role in the formation of aesthetic consciousness of future designers in the process of professional training

The purpose of the study is to analyze the possibilities of using interactive technologies in the process of teaching students majoring in design and gaining the necessary level of aesthetic consciousness. To realize the purpose of the article, the methods of analysis with the use of statistical software, content analysis, survey, triangulation method were used. The results are based on the empirical data of the survey. The survey involved 250 people and was conducted in accordance with the principles of safety, anonymity, gender equality, and objectivity. The most popular integrative technologies used to train design professionals are project, game, information and communication, and case technologies. They contribute to the development of creative skills and creative thinking among students. However, given the growing importance of digital competence, it is also necessary to use information and communication technologies. The professional competence of future designers should include digital literacy and information competence, which will contribute to the development of their professional skills and aesthetic ideas. It is indicated that the most important aspect of the development of professional competence is the formation of their aesthetic culture, which is a key element of creative activity. The scientific novelty of the study is to analyze the factor of psychological consciousness through the prism of acquiring the necessary knowledge and skills in the field of design through the use of information and communication technologies. The conclusions show that interactivity also contributes to the development of communication skills and the formation of a collective aesthetic consciousness.

예비유아교사의 디지털 리터러시 역량 진단

Objectives The purpose of this study is to diagnose the digital literacy competency of pre-service early childhood teachers.
 Methods For this purpose, a survey was conducted on 245 pre-service early childhood teachers in the Busan, Ulsan, and Gyeongnam regions. The collected data were analyzed using the SPSS 21.0(ver.) statistical program, and descriptive statistics, independent samples t-test, one-way analysis of variance(ANOVA), and Scheff's post hoc test were performed.
 Results First, the digital literacy competency level of pre-service early childhood teachers was above average, in-dicating an excellent level. Based on a 5-point scale, the average scores for each variable were in the high 4-point range. Second, the analysis of digital literacy competency differences based on background variables of pre-serv-ice early childhood teachers revealed significant variations, excluding grade.
 Conclusions To foster digital literacy competency, it suggests that education should not only focus on completing relevant courses or solely rely on instructional methods. Instead, it should take into consideration individual per-sonality traits, psychological factors, and other aspects.

Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

Gendered Disinformation of Female Politicians on Social Media in Kenya: A Case of Migori Republican Council Facebook Page

The increase in information communication technologies (ICTs) has undoubtedly facilitated socio-economic and political progress, granting individuals a platform for expression and engagement. However, this increased connectivity has also given rise to disturbing phenomena such as stalking, abuse, intimidation, and humiliation. While the internet has provided a space for both men and women to voice their opinions, gendered disinformation on social media poses a significant threat to women’s rights across various domains, including politics, social interactions, and psychological well-being. Migori Republican Council (MRC) is the largest Facebook page that provides a forum for debates on the Migori County’s political, social and economic issues. Through a case study and analysis of content of the Facebook page collected through web scraping using rapid miner during the political campaigns for the Kenya’s 2022 General elections in the period spanning January to July 2022.The study revealed a landscape dominated by political debates and campaigns for both male and female politicians. However, campaigns targeting female politicians were marred by gendered slurs, focusing on their physical appearance, marital status, and roles as mothers. This form of gendered disinformation undermines women’s credibility and perpetuates harmful stereotypes, hindering their political participation and representation. To address the negative impact of gendered disinformation, the study advocates for public awareness campaigns to sensitize individuals, bloggers, and Facebook page administrators about the risks associated with harmful content on social media. Additionally, administrators should prioritize the formulation and enforcement of community guidelines that uphold human dignity and prohibit gender-based harassment. Gender training programs for bloggers and the public are essential to empower individuals to recognize and combat gendered disinformation effectively. The bloggers, Facebook administrators and the public should be equipped with digital media and information literacy competencies. Furthermore, the study recommends the development of lexicons for local languages spoken in Migori County to facilitate the identification and elimination of gendered disinformation. This localized approach acknowledges the cultural context and linguistic nuances inherent in combating online disinformation and ensures broader inclusivity in addressing gender-based issues on social media platforms.

Transforming Higher Education: Effective Strategies for Contemporary Curriculum Design

This study explores the transformative potential of contemporary curriculum design strategies in higher education, focusing on the challenges and opportunities presented by the era of digitalization and global competitiveness. Through a comprehensive literature review and qualitative analysis of case studies from leading universities worldwide, this research identifies effective approaches to curriculum design that foster interdisciplinary learning, digital literacy, and global competencies. The findings suggest that successful curriculum transformation requires a systemic and collaborative approach, involving the integration of technology-enhanced learning, project-based learning, and experiential learning opportunities. Furthermore, the study highlights the importance of faculty development, student-centered design, and continuous curriculum evaluation and improvement. The insights derived from this research contribute to the ongoing discourse on higher education reform and provide practical recommendations for educational leaders and policymakers seeking to align curriculum design with the demands of the 21st-century knowledge economy. By embracing innovative and adaptive curriculum design strategies, higher education institutions can better prepare graduates for the complex challenges of an interconnected and rapidly evolving global landscape, while also enhancing institutional competitiveness and relevance in an increasingly digital and knowledge-driven world.