Digital Context Research Articles

STALKING E CYBERSTALKING CONTRA A MULHER

In contemporary society, there has been a significant increase in the crime of stalking, resulting in the emergence of a new form of cyberstalking. The crime of stalking is characterized as an obsessive and repetitive pursuit directed at a person, with the intention of causing fear, anguish or disruption in their daily life. In the digital context, cyberstalking involves the use of the internet and communication technologies to perpetuate this same type of persecution, expanding its reach and impact. The article focuses on women, who are the main victims of this violence. Although anyone can be both the perpetrator and the victim of stalking, the central issue to be explored will be: to assess what are the factors that contribute to women being the main victims of stalking and cyberstalking? This scientific article has the general objective of analyzing the practices of persecution, known as stalking, and its virtual variant, cyberstalking, with an emphasis on the impact of these forms of violence on the dignity and psychological well-being of female victims. Furthermore, the article investigates how the Maria da Penha Law can be applied in stalking and cyberstalking situations, assessing the effectiveness of these legal protections. The specific objective includes addressing social, cultural and psychological factors that explain this disparity, in addition to examining the consequences faced by women, ranging from psychological suffering to the impact on their personal and professional relationships. The article also investigates how this legislation has been used to prevent and combat psychological and physical violence resulting from obsessive stalking, in addition to identifying possible gaps in the legal protection offered to victims. This article used a deductive and descriptive approach, based on a comprehensive bibliographic review of public documents, books, scientific articles and online sources. The results show that current laws are insufficient to adequately address the problems of stalking and cyberstalking.

Designing platforms for digital object-based learning

Over the last decade, object-based learning programs have become a staple of museum collections. These programs encourage and allow patrons to engage with a series of curated objects, offering educational experiences through tactile exploration. Naturally, they are focused on having their audience engage with the physical objects themselves (Chatterjee & Hannan 2016). Applying museological practice and object-based learning in the digital context requires not just presenting digital replica of physical objects, but scaffolding their presentation and platform with purpose, intent, and understanding of the strengths and pitfalls of digital delivery (Beetham & Sharpe 2013; De Kluis, Romp, & Land-Zandstra 2024). As such, digital object-based learning platforms and programs purposefully designed for remote learning and online delivery fill a unique niche in the higher education space and are beginning to come into their own. At Macquarie University, objectbasedlearning.com (an initiative of the Faculty of Arts and stewarded by its Learning Design and Production team) was relaunched in late 2023 following an extensive redesign, with learning designers, academics, and students now working together to provide new remote learning opportunities and experiences for the classroom. This presentation introduces the audience to the refurbished website, explains the ethos behind its redesign with an eye to evolving learning spaces and remote learning, and explores the site’s current and future applications and projects as a case study for designing digital object-based learning. The site was designed with future utility and outreach at its core, offering flexibility in how it presents and categorizes digital objects, and a site layout which reflects the needs of its target audience – schoolteachers. The NSW Stages 5 and 6 Curriculum informs the website’s design, determining how objects are grouped, how users navigate the site, and what information and metadata is prioritized, developed, and displayed. Since its relaunch, the website has been utilized in schools and faculties in NSW to deliver object-based learning experiences and classes. While it is too early to publish on outcomes of the project, early feedback has been positive, and new teaching initiatives have developed around the platform. In 2024, student interns at Macquarie were challenged to develop educational materials, lessons, and workshops which took advantage of the potential of technology-enabled object-based learning. These artefacts were designed to give students a unique object-based learning experience, removing the boundaries of physical distance, financial constraints, and fragility of objects. Moreover, student interns involved in the photogrammetric scanning of objects for the website were themselves enjoying an object-based learning experience, engaging with their materiality and learning how best to present the object in a digital environment.

How Does the Nexus Between Digitalization and Banking Performance Drive Digital Transformation in Central and Eastern European Countries?

The aim of this paper is to create a digitalization index for banking sectors using a set of indicators based on World Bank data for the period of 2010–2021, which will allow us to rank the sectors of Central and Eastern European countries (CEECs). The digitalization index is built based on how ready banks are for digitalization, the potential customers available for digital banking, and the level of digital infrastructure, with each of these aspects representing one pillar. Based on the calculation of the digitalization index, we emphasize that Romania is the leader, followed by Latvia and Lithuania, while Hungary and Estonia are at the opposite pole. Furthermore, we applied the fully modified ordinary least squares (FMOLS) method to measure the impact of digitalization on banking performance. This study reveals that Romania, Latvia, and Lithuania lead in digital banking transformation due to significant investments in infrastructure and customer engagement, while Hungary and Poland lag in terms of digital readiness. The results indicate that digitalization has a significant positive effect on banking performance (ROE), although countries experiencing market saturation had the potential to see a decline post-2018, necessitating further innovation to sustain growth. In the digitalization context, the results are relevant for policymakers, showing that investing more in digitalization is important and that there is a need to help people have greater access to banking services due to a lack of willingness and financial education, factors which prevent them from embracing digital changes. The results show that improving banking digitalization positively influences banking performances. This study provides an innovative and complex index for assessing banking digitalization in Central and Eastern Europe, with valuable implications for policymakers. We highlight the need to align digitalization policies with the specific level of digital development of each country in order to optimize the integration of digital technologies and enhance economic competitiveness.

Relationship between Mood States and Perception of Educational Quality: An Impact of the Digital Context?

Introduction: Social networks are essential elements in the lives of adolescents, fundamentally. The dependency and the time they invest in them affect their cognitive and social development. The present study aims to explore the relationship between daily time spent on social networks and various aspects of students' educational perception and motivation. Methodology: By using a quantitative methodology, a chi-square test was carried out to analyze the independence of variables related to the use of social networks and different facets of learning. Results: The results indicate that the time spent on social networks has a significant influence on students' perception of study quality, satisfaction and importance, as well as their emotional disposition towards learning. The relationship between variables such as “Daily Time on Social Networks” and “Motivation towards Study” or “Perception of Educational Quality” highlights how excessive use of social networks can lead to a diminished appreciation of academic activities. The findings highlight the need for educational institutions to develop strategies to regulate social media use and promote more positive academic engagement.

From traditional to digital contexts: new characteristics of the public’s spatial perception of urban streets in the age of technology

The constant development of internet technology in the digital age has changed the way people interact with space. To explore whether and what changes have occurred in the public’s spatial perception of the street during the shift from the traditional to the digital age, this paper compares the public’s spatial perception characteristics in the two contexts through a classical theory review and empirical coding analysis with the Xiaolouxiang historic district as an empirical case. The frameworks of public spatial perception characteristics are similar in both contexts, with a focus on the three dimensions of objects, buildings and spaces, and activities. However, compared with that in the traditional context, the public’s spatial perception of the street in the digital context of Xiaolouxiang has undergone new changes in three aspects: from focusing on the three-dimensional experience of space to focusing on the two-dimensional visual aesthetics of space, from emphasizing spatial totality to focusing on spatial details, and from focusing on the use of space to emphasizing the cultural characteristics of space. Research emphasizes that, within the context of digitalization, spatial design should place greater emphasis on visual aesthetics, detail processing, and cultural expression to better meet the needs and expectations of the public. This work identifies new features of the public’s perception of urban street space in the context of digitalization and accordingly provides suggestions for the future design of urban street space. The findings of this study not only enrich the foundational research content of spatial perception theory but also offer new perspectives for designers and planners in the practice of urban block renovation.

Organizational Factors Driving the Realization of Digital Health Transformation Benefits from Health Service Managers: A Qualitative Study.

Healthcare is experiencing a global period of profound transformation, and digital health shows the promise of dispensing innovative and contemporary service models. However, changes are required to improve the capabilities of health managers in driving successful digital transformation. This paper aims to explore the organizational barriers that health service managers have encountered when realizing the benefits of a digitally transforming environment. This is part of a larger research study exploring digital competencies for health service managers, with the findings from focus group discussions providing a baseline from which to address the organizational improvements and changes in system capabilities required to assist in realizing the benefits of digital health transformation. The study is qualitative in nature. It employs focus group discussions to gain an in-depth understanding of the experiences and views of health service managers and identify the benefits and barriers that managers have experienced in introducing digital health in their workplace. Barriers encountered in realizing digital health benefits in the workplace were evidenced across five major themes: (1) change resistance and usage, (2) trust and uniformity, (3) resourcing and procurement, (4) digital literacy, and (5) siloed systems. Findings from this study demonstrate that in driving the realization of digital health transformation benefits, health service managers need organizational and system-wide efforts to support managing in the digital health context. The key identified barriers experienced by health service managers include facing human and technical challenges with system adoption and the governance of data-driven decision-making in the digital context. The importance of digital transformation in healthcare is evident and will increasingly become a necessity for organizational survival and success. This study adds important insights into the organizational barriers that health service managers have encountered when realizing the benefits resulting from digital transformation. Addressing these barriers requires macro-, meso- and micro-level system investments. These benefits are enhanced by enabling factors critical for digital health adoption that have been described in key categories involving health system related: (1) policy and system, (2) organizational structure and processes, and human resource management, and (3) people factors. The importance of ensuring the organizational factors driving the realization of benefits in a digitally transforming environment is also addressed and capitalized upon for health service managers.

Corporate social and digital responsibility in esports

PurposeThe esports industry has experienced a dynamic growth. In this context, a significant evolution in the logic of corporate social responsibility (CSR) can be observed, particularly in the digital sphere. By extending Carroll’s three-dimensional model to include corporate digital responsibility (CDR), this paper addresses a key research question: How does CSR evolve and develop in the dynamic digital industry of esports?Design/methodology/approachThis study employed a qualitative multiple case study research design. It drew on secondary data from 50 professional esports organisations and key players in CSR development in the global esports industry, such as game publishers, pro-teams, pro-athletes, event organisers, and governing bodies. A content analysis of 50 official websites and 72 public annual, CSR, and environmental reports for the financial years ending in 2021 and 2022 was conducted.FindingsOur empirical findings not only map the territory of esports CSR and CDR but also provide practical insights. These insights are later synthesized to develop an esports CSR/CDR framework that extends Carroll’s three-dimensional model. CSR and CDR domains of esports are theoretically grounded (business performance, responsiveness, social issues, and digital responsibilities), while practical implications for managers and academics are forwarded.Originality/valueThis paper stands out as a pioneering empirical study, filling a significant research gap in the fields of CSR and CDR in esports. To the best of our knowledge, it is the first to illuminate these concepts within the unique ecosystem of esports, thereby contributing to the evolving understanding of CSR in the digital context.

Spreading Sankofa

Epistemicide is the devaluing, silencing, or annihilation of knowledge and encompasses systematic knowledge destruction enacted through accumulation of epistemic injustices. Considering prior epistemicide research in LIS––in conjunction with critical, historical, and philosophical perspectives of technology––this paper examines how epistemicide occurs by and through digital technologies, constituting what we call digital epistemicide. The social, cultural, and historical epistemic injustices enabled through technology––and the proliferation of epistemic injustices in digital worlds––demands a theorization of how epistemicide occurs in digital contexts. By considering elements of power, domination, and control in relation to digital technologies, we contribute to a critically informed meta-language for describing digital epistemicide. With concern and care for the next generation of library and information professionals, we call for an enactment of Sankofa Interventions. These include everyday dialogues, practices, policies, actions, or critical reflections that engage with historical narratives from the past, absent from discourses of the present, in a manner that emulates the notion of Sankofa. The enactment of Sankofa interventions to mitigate digital epistemicide, such as reparative storytelling and other critical digital pedagogical practices, requires both ongoing attention to digitizing records that have been left behind and likewise ensuring that digital worlds are well maintained to support the preservation and sharing of knowledge.

Examining the Impact of Digital Economy on Consumer Preferences in the Metaverse Era: An Empirical Study on the Role of NFTs and Tokenization in Changing Purchase Intentions

This study aims to investigate the impact of the digital economy on consumer preferences in the Metaverse era, focusing on the role of Non-Fungible Tokens (NFTs) and tokenization in changing purchase intentions. Using a mixed-methods approach, this study combines quantitative and qualitative analysis to gain a comprehensive understanding of the key determinants of consumer purchase intentions in a rapidly evolving digital context. The results of the quantitative analysis show that perceived value, trust in blockchain technology, and user experience significantly influence consumer purchase intentions towards NFTs. Qualitative analysis through in-depth interviews reveals that scarcity, digital ownership, and community involvement are the main factors driving NFT adoption, while lack of technological understanding and regulatory uncertainty are the main barriers. This study also introduces novelty through the use of machine learning-based sentiment analysis and social network analysis to explore the role of social interactions in the formation of purchase intentions. These findings make important contributions to the literature on the digital economy by offering new insights into consumer dynamics in the Metaverse and highlighting the need for marketing strategies that focus on creating community value and immersive user experiences. Practical implications of this study include the need for consumer education and clear regulations to increase NFT adoption, as well as marketing strategies that leverage the emotional value and scarcity of digital assets. This research contributes to a better understanding of consumer behavior in the digital age and offers recommendations for further research in this area.

Remedies of Online Gendered Violence against Women in the Digital Context

Online gendered violence (OGV) is a range of harmful behaviors committed through the use of technology as a means of enforcing gender norms that result in mainly sexual and psychological harm or suffering to women. Based on psychological studies, OGV can be classified into four distinct categories: digital sexual harassment, appearance-based violence, gender role-based violence, and anti-feminism violence. The impact of OGV on women is amplified by the systemic discrimination they face in society, making their experiences of online violence unique and especially harmful. This paper explores the legal recognition of OGV, the mechanisms for holding perpetrators accountable, and the potential relief paths available to victims. Through a detailed analysis of these issues, this study aims to provide a comprehensive understanding of how the legal system can be enhanced to more effectively respond to OGV. It argues that a multifaceted approach—one that includes legal reforms, algorithmic transparency, and stronger social support systems—is essential in mitigating the effects of OGV and ensuring justice for women in digital spaces.

Working from everywhere: The future of work and inclusive organizational behavior (IOB)

SummaryThe rapid digitalization of work, accelerated by the COVID‐19 pandemic, has fundamentally transformed organizational behavior and necessitated a reconceptualization of inclusion in virtual spaces. This editorial synthesizes six groundbreaking studies that advance our understanding of inclusive organizational behavior (IOB) in digital contexts. Drawing on these contributions, we propose a novel, multilevel framework for digital IOB that integrates individual, group, and organizational factors shaping inclusive experiences in virtual and hybrid work arrangements. Key themes emerging from the studies include (1) reconceptualizing inclusion for digital contexts, (2) multilevel dynamics of digital inclusion, and (3) technology as both enabler and barrier to inclusion. Our framework conceptualizes digital IOB as arising from complex interactions between individual, group, and organizational factors, mediated and moderated by technological infrastructures and practices. We discuss theoretical and practical implications, highlighting the need for holistic, systemic approaches to fostering digital inclusion and outlining promising avenues for future research in this critical area.

Can we work it out? Affordances and constraints for cultivating perspective‐taking in digital contexts

AbstractBackgroundThe rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective‐taking—the tendency and competency to actively consider others' mental and emotional states.ObjectivesThis conceptual paper sets out to propose a theoretical framework that identifies the key affordances of digital platforms for promoting perspective‐taking in formal educational settings (K‐12 and higher education): (1) connecting diverse individuals, (2) simulating interactions with other perspectives and (3) supporting the articulation and sharing of perspectives.MethodsRather than summarizing the state of existing research, this paper aims to offer a novel conceptualization that allows unpacking the interplay between research on perspective‐taking and work on the affordances and constraints of digital media. We identify the three key affordances outlined above, exemplifying them by focusing on one type of digital tool and comparing them along two axes: (i) the depth vs. diversity of interactions it supports and (ii) its cultivation of intergroup perspective‐taking vs. interpersonal perspective‐taking.Results and ConclusionsThis framework, we argue, articulates the advantages and limitations of digital tools towards engagement in perspective‐taking, while providing a conceptual roadmap, and practical considerations, for researchers and practitioners interested in cultivating digitally mediated perspective‐taking in educational settings.

Feigned Digital Incompetence as a New Managerial Challenge: A Systematic Literature Review and Future Research Agenda

Theoretical background: The “inability” to find an email, complete a form, activate a camera or microphone can not only irritate coworkers but also harm an organization. Pretending incompetence has been frequently reported in social media. However, it is predominantly discussed in the context of marital relationships. Nonetheless, a similar phenomenon has been observed in workplaces. In this paper, feigned digital incompetence construct is proposed. It is anchored in the overlap with knowledge hiding. Purpose of the article: The intent of this paper is to showcase this overlap and outline a future research agenda in the digital context. This paper contributes to the organizational behavior and human resource management literature. It introduces a new construct that is widely discussed in social media but has yet to be thoroughly investigated in management research. Research methods: A systematic literature review was conducted to ensure methodological rigor. Publications containing “feigned incompetence” and “knowledge hiding” were searched within the Web of Science and Scopus databases. These papers were further analyzed to formulate propositions for future research. Main findings: The author identified 336 relevant studies. Analysis of the predominant knowledge hiding scale depicted overlap in the “playing dumb” dimension. Recognizing this overlap, the author advocates for testing scale adaptation and presents a list of constructs, based on selected theories, to be explored in preliminary studies.

Digital transformation readiness in large manufacturing firms: a building block model proposition

PurposeThis study identified the key factors that can be used to assess manufacturers' readiness for DT.Design/methodology/approachNon-participating observations and semi-structured interviews were applied to five large manufacturers in Brazil and four in the UK, using content analysis.FindingsThe paper (1) identifies and discusses the aspects that companies need to consider for digital readiness; (2) presents a model developed in building blocks for DT readiness, which goes beyond the technical dimension; (3) argues that few firms fully understand DT’s meaning, opportunities and risks, and they should invest in strategic and socio-managerial preparation; (4) emphasizes government support as crucial to assist the business digital journey and (5) highlights that DT is a human transformation and technology users are the primary agents of this change.Research limitations/implicationsAlthough the literature proposes models regarding the levels of digital maturity, the present study investigates which organizational aspects need to be taken into account to be ready for digital change. The present study identified digital resources concerning the digital context (for instance, agile, collaborative, absorptive and data analytics capabilities) and provided an integrated view that encompasses also external aspects of the environment that need to be taken into consideration when performing the analysis, a contribution to strategic management literature in the sense that it goes beyond studies that usually explore only internal aspects of the firm that cannot properly explain how digitalization can be achieved by an organization.Practical implicationsTechnologies do not cause changes without people being able to extract and understand the value of the use and impact of these technologies. Business innovation demands engagement, attitudes and connections between people. If the factories do not mobilize and train internal and external collaborators to realize the value of digital technologies, the promised gains of DT will hardly be realized. Preparing people is one of the most challenging aspects of business digitalization. The proposed framework offers a multidimensional view of DT, providing insights into strategic aspects and the roles and mindset of employees in organizations on their digital journey, characterized by constant learning. DT is a work of change management, done with, for and by people. The article also helps companies identify critical factors to evaluate before operationalizing digital innovation practices.Social implicationsThis study also contributes to policymakers, such as government and industry consortia, in establishing relevant factors when policies are being drawn. Analyzing the factors for a sector, in general, might inform the investment priority in actions that might foster DT for that sector. Given the recurring turmoils in the global economic environment, broad policies need to be established by the government for business digitalization, which can boost the performance of the productive sector.Originality/valueThis study provides valuable insights consolidated into a DT readiness model. The article helps companies identify critical factors to evaluate before operationalizing digital practices. It compares the differences and commonalities among factories in an underdeveloped country versus an industrialized nation.

Formative Research in the Digital Context and Academic Competence in their Academic Works of University Students

Traditional teaching methodologies, such as lectures, are not the most effective in improving students' academic competence. However, through learning through formative research and the use of educational technologies, university students can better develop their academic competencies. The objective of this article was to determine the relationship between formative research in the context of dynamic digital technology and the academic competence of students at the Universidad Nacional del Altiplano in Peru. The methodology used was quantitative, cross-sectional and correlational. A survey was applied in the three areas of professional training, such as: social sciences, biomedical and engineering, to a representative sample of 382 students of both sexes, out of a population of 17,000 students. The findings of the research revealed a moderate positive relationship (r = 0.469), with a significance level of (p value = 0.00 < 0.05). This indicates that formative research, using various dynamic didactic techniques, is directly related to the academic competence of students in the elaboration of their academic works.

L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools

Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).

Digital Black placemaking: supporting Black women’s engagement in higher education

Through an analysis of in-depth interviews, this project examines how Black women attending historically White institutions experienced their campus digitally and how they created and maintained Black places online. Using Black placemaking and Black feminist theory, this project explores how digital Black placemaking operates in a higher education setting. Additionally, this project examines ways Black women college students created and cultivated digital counter-space with one another though their involvement in digital engagement. This study has implications for Black women’s experiences in digital spaces within the context of higher education. Further, we discuss implications for higher education leaders and administrators working to support Black women college students in an increasingly digital context.

Sentient Rationality in the Digital Age: Integration of Neuroscience and Philosophy for Decision Making

This article delves into the intriguing intersection between human rationality and digital technologies, with a specific focus on the influence of emotion and artificial intelligence on decision making. Drawing from the theory of sentient rationality, it examines how emotional and somatic components shape rationality in a digital context. The implications of these insights for understanding human cognition are thoroughly discussed. Moreover, the article proposes innovative transemiotic approaches that integrate neuroscience and philosophy, inviting the reader to delve deeper into these novel methods. The conclusion presents practical recommendations for future research, underscoring their potential applications in the rapidly evolving digital age.

Transformation Patterns of the Psyche’s Regulatory Subsystem in the Context of Digitalization

This study examines the impact of digitalization on the formation and development of the regulatory subsystem, which is a key component of the human psyche. The findings reveal that digitalization has a significant and complex influence on this subsystem, operating at two complementary levels: analytical and structural. The analytical level reflects a profound decrease in the development of the subsystem’s individual components, including essential regulatory processes and their associated qualities. This decline raises concerns about the capacity of individuals to effectively manage their cognitive and emotional resources in a digital context. In contrast, the structural level involves meaningful transformations in the organization, structuring, and integration of these components. These changes indicate a shift in how the regulatory subsystem operates, suggesting that digitalization is reshaping the very foundation of psychological regulation. As a result of this complex influence, a new phenomenon emerges, referred to as the syndrome of reduced personality regulation. This syndrome holds significant implications for overall personality development and regulatory potential, sharing similarities with previously identified syndromes of decreased cognition and metacognition. The structural transformations in the regulatory subsystem, influenced by digitalization, primarily manifest as changes in the degree of organization and integration, rather than qualitative alterations. The qualitative aspects remain invariant and resist the pervasive effects of digitalization, suggesting the subsystem’s resilience that may offer avenues for further exploration and intervention.

Structural Functionalism in Rural Primary Education: An Inquiry into the Alleviation of Digital Dilemmas

This paper thoroughly examines the educational challenges faced by China's rural primary schools in the modern digital context and suggests solutions based on the structural functionalism theory. The allocation of educational resources in rural primary schools is blatantly unequal under the dual structures of urban and rural areas, and the use of digital teaching also creates the dual issues of system imbalance and incomplete function. This paper, which is based on the structural functionalism theory, explains the challenges that digital education in rural primary schools faces, including a lack of resources, a shortage of skilled teachers, and an imperfect top-level educational design. In light of these challenges, the paper proposes some solutions, including enhancing the creation of digital education resources, enhancing teachers' capacity for digital teaching, creating and refining the digital management system for rural primary education, and fostering shared values to support the social identity of rural primary education digitization. In order to improve rural primary education in China, close the educational resource gap between urban and rural areas, advance educational equity, and raise the standard of rural primary education, this paper offers a theoretical and practical perspective on the digital transformation of rural primary schools.