Digital Literacy Education Research Articles

The Adolescent Mental Health Consequences of Social Media Usage

This paper looks into the impact of social media on an individual’s mental health status in the adolescent population. The scope of the study includes both addiction and recovery, addressing risks such as anxiety, depression, and distorted self-perception associated with the continuous use of social platforms like Instagram, TikTok, Facebook, etc. Besides recognizing the detrimental impacts of bullying, body image comparison, and excessive use of screens, the paper also underlines some advantages of social media, such as connecting people and access to assistance. In the present research, numerical indicators and empirical observations are used, i.e. the nvestigation is conducted on the basis of the mixed research method. It reveals variations in social media effects amongst adolescents based on the moderating variables of individual characteristics and situational context. The paper ends with solutions to alleviate the negative effects, such as digital literacy education, parental guidance, and mental health strategies while fostering the healthy usage of social media regarding mental health. These findings suggest the need for a longitudinal study in order to assess the changes over time in this somewhat new aspect.

Development of digital literacy model for college students in Minzu colleges and universities in Southwest China

Constructing a digital literacy model for college students in Minzu Colleges and Universities in Southwest China is crucial for advancing the implementation of the "Action Plan for Improving National Digital Literacy and Skills" and effectively conducting digital literacy education. By researching digital literacy models from abroad and employing bibliometric methods, an initial conceptual framework for the digital literacy model for college students was developed. A mixed-methods research approach, combining quantitative and qualitative research, was used. Confirmatory Factor Analysis (CFA) was employed to test the validity and reliability of the initial model, which was then refined based on CFA results and expert feedback. In-depth interviews with experts were conducted to further optimize the model. The resulting digital literacy model for college students in Minzu Colleges and Universities in Southwest China not only holds significant implications for digital literacy education in this region but also provides a reference for constructing digital literacy models for other educational stages and in different regions. This model-building approach can serve as a valuable reference for similar research and practice.

Leveraging digital skills to reduce cognitive strain: Implications for academic self-efficacy in medical education

BackgroundDigital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and cognitive load remain inadequately understood. ObjectivesThis research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of cognitive load and its various dimensions among medical students in Islamabad, Pakistan. MethodsA descriptive cross-sectional survey was conducted from seven medical colleges in Islamabad, Pakistan, from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and cognitive load scale and collected data on 633 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables. ResultsThe empirical results revealed that digital literacy significantly enhances academic self-efficacy both directly and indirectly. First, the total cognitive load score showed partial mediation (β = 0.165, p < 0.001). Then, individual subscale analysis revealed that intrinsic cognitive load (β = 0.147, p < 0.001) and extraneous cognitive load (β = 0.144, p < 0.001) were significant mediators. However, the mediation effect through self-perceived learning (β = 0.105, p = 0.361) was not supported, suggesting variability in how students perceive their learning gains or other influencing factors influencing this relationship, which warrants further investigation. ConclusionThe research finding underscores the crucial integration of digital literacy instruction into medical curriculums to bolster students' academic self-efficacy by adeptly managing cognitive load. While digital literacy notably reduces intrinsic and extraneous cognitive loads, its impact on perceived learning appears context-dependent and requires further exploration. Additional studies are needed to understand these relationships across educational settings and identify other potential influencing factors.

Characteristics and Challenges of AI Education in the Liberal Arts Curriculum of Domestic Universities : With Emphasis on the Linkage between the Primary and Secondary Education Curriculum and the Liberal Arts Curriculum of University in the Digital Trans

This paper aims to explore the characteristics and challenges of Artificial Intelligence (AI) education in the liberal arts curriculum of domestic universities. The revision of the curriculum to strengthen digital literacy has been in the field of the liberal arts in major universities. However, universities haven’t been aligning their curriculum with the core competencies developed in earlier stages. This has resulted in a disconnect occurring between AI education at the primary/secondary level and the university level. This gap can lead to students struggling to advance in AI-related topics as they transition to higher education. The liberal arts education of universities does not consider or reflect any linkage with the coherent system of the national curriculum, such as the 2022 revised national curriculum, of primary and secondary schools, which prevents the progress of students’ learning agency. For example, universities should take steps to open and run AI-related courses, regardless of government-supported projects, such as software (SW)-centered university projects. In fact, these project-based courses have not successfully addressed the need for a comprehensive AI and digital literacy education within the liberal arts. This paper, therefore, makes the following suggestions. Firstly, the liberal arts curriculum for AI education should restore its essence of humanity, preparing students to critically assess both the benefits and risks of AI in experiencing the digital transition. Secondly, universities should open and support AI-related courses in the liberal arts, ensuring that lecturers and professors receive the necessary resources to teach comprehensive AI education effectively.

Digital Literacy Dan Cyber Socialization In The Context Of 21st Century Education: A Systematic Review

This research provides an in-depth review of the integration of digital literacy and cyber socialization in 21st-century education, positing the importance of these two aspects in preparing students for an ever-evolving world. Using PRISMA's framework for systematic analysis, the study evaluated articles from reputable journals between 2014 and 2024, presenting results that underscore a significant shift in the educational paradigm from traditional to digital. Digital literacy, defined as the ability to use technology efficiently, search and evaluate information, and communicate effectively on digital platforms, has become an essential requirement in modern education. The study shows that digital literacy not only improves technical skills but also supports critical and creative learning among students. In addition, digital literacy education includes teaching ethics and online safety and encouraging responsible internet use. Cyber socialization, with its focus on interaction through social media and digital platforms, has enriched the learning experience through wider collaboration and exchange of resources. However, it also poses challenges such as cyberbullying and security issues, which demand a structured educational response to address related social and psychological issues. The Industrial Revolution 4.0 and the COVID-19 pandemic have accelerated the acceptance of technology in education, emphasizing the importance of character education and the adaptation of innovative teaching methods. Education that is responsive to technological change must integrate digital literacy into all aspects of learning, leading to a more holistic and inclusive approach. Overall, the study underscores the importance of digital literacy and cyber socialization in shaping adaptive and supportive learning environments. 21st-century education must recognize and utilize technology not only as an auxiliary tool but as an integral part of the curriculum, to equip students with the skills needed to succeed in the digital age. By ensuring that digital literacy and cyber socialization are at the heart of education, we can anticipate future needs and challenges, shaping a generation that can not only survive but thrive in an ever-changing digital landscape.

Indonesia's Digital Literacy as a Challenge for Democracy in the Digital Age

In the era of digitalization, digital literacy plays a vital role in shaping active participation and the quality of democracy. There are still challenges in the level of digital literacy in Indonesia, which impacts blind trust in emerging issues. As a result, people are vulnerable to the spread of fake news, online fraud, harmful content, and privacy violations. This research uses a desk research method with a qualitative approach, collecting secondary data from journal articles, books, and related reports. Analyses were conducted using content analysis techniques to identify patterns and relationships between digital literacy and democracy. The results show that although Indonesia's digital literacy index has improved, digital crime and hoaxes are rising, indicating a gap between technological skills and digital ethics. The findings emphasize the need for a more comprehensive approach to digital literacy programs, including integrating digital literacy education into the formal curriculum and improved technological infrastructure, particularly in underdeveloped areas. The implications of this study suggest that improving digital literacy is essential for safe access to information and an important step toward strengthening more critical and responsible democratic participation in Indonesia.

Navigating the infodemic through digital health literacy education in schools

Abstract Background High digital health literacy (DHL) can help to navigate the internet’s vast information landscape. This research explores the impact of learning DHL in schools on students’ DHL, and how it might mitigates confusion surrounding health-related information. Moreover, this research sheds light on how learning DHL in schools influences students’ inclinations towards specific sources of health information. Methods 1448 secondary school students aged 9-18 years participated in face-to-face interviews. Associations between learning digital health literacy (DHL) and students’ DHL, comprehension of health information, sense of being informed on health topics, and utilization of diverse health information sources were evaluated using the chi-squared test. Results The learning of DHL within school settings demonstrated a significant correlation with students’ overall DHL (X2 (6) = 120.99, p &amp;lt; .001). Those reporting high levels of DHL learning exhibited reduced confusion regarding health information (X2 (4) = 16.65, p = .002) and felt notably more informed (X2 (4) = 231.06, p &amp;lt; .001). Contrasted with peers who reported insufficient learning of DHL, students with high learning reported learning more about health from parents (X2 (2) = 55.28, p &amp;lt; .001), peer interactions (X2 (2) = 214.51, p &amp;lt; .001), online sources (X2 (2) = 78.54, p &amp;lt; .001), influencer content (X2 (2) = 68.46, p &amp;lt; .001), offline literature (X2 (2) = 24.32, p &amp;lt; .001), television (X2 (2) = 140.36, p &amp;lt; .001), and in school (X2 (2) = 205.53, p &amp;lt; .001). However, they were less reliant on physicians for health information (X2 (2) = 53.62, p &amp;lt; .001). Conclusions Integrating DHL into school curricula holds promise for enhancing students’ DHL and alleviating apprehensions regarding health-related information. Moreover, such educational initiatives have the potential to expand students’ repertoire of resources for accessing health information, encompassing both digital and non-digital sources.

The Role of Religious Education in Dealing with the Issue of Radicalization among Students

Radicalization has become a serious threat in the world of education, especially among students who are in the developing stage of self-identity search, where curiosity and emotional instability make them vulnerable to the influence of radical ideology. Religious education, in this context, plays a central role in shaping students' character by instilling values of moderation, tolerance, and respect for diversity. This study aims to explore the role of religious education in preventing radicalization, using a descriptive qualitative method with data collection techniques through in-depth observation and interviews involving teachers, students, principals, and parents. The focus of the research is on the implementation of religious moderation values in schools as an effort to build students' critical attitudes towards extremist ideologies. The results of the study show that inclusive, interactive, and collaborative teaching approaches in religious education, both in the classroom and by involving the external community, play an important role in fostering tolerant characters and being able to reject radical narratives. The study highlights the importance of collaboration between schools and families, as well as the need for digital literacy education to strengthen students' resilience to exposure to extremist content on social media. The implications of this study include the need to integrate materials relevant to actual issues in the religious education curriculum, as well as the development of community-based educational programs that involve families and communities as additional bulwarks of protection for students.

Digital Literacy Education: A New Approach to Cultivating 21st Century Key Competencies

This study delves into the theoretical foundations, practical explorations, strategic methods, and evaluation improvements of digital literacy education aimed specifically at vocational institutions and their stakeholders. It begins with a detailed analysis of the definitions and connotations of "digital literacy" and "digital literacy education," clarifying their distinctions and importance within the context of vocational training. Through an examination of typical case studies both domestically and internationally, the research identifies the problems and challenges in the implementation of digital literacy education, exploring their underlying causes. Subsequently, the paper proposes principles for curriculum design, content selection, and implementation strategies tailored to the needs of vocational students. It also analyzes the characteristics, application scenarios, and practical effects of various teaching models. Finally, an assessment system for digital literacy education is constructed, alongside targeted improvement strategies and future development trends. This research aims to provide valuable references for educators, policymakers, and practitioners in the field of vocational education, thereby continuously enhancing the effectiveness and relevance of digital literacy education.

Pemanfaatan Teknologi Informasi dalam Edukasi Literasi Digital untuk Peningkatan Keamanan Data dan Pencegahan Kejahatan Siber di Masyarakat Rawang Panca Arga

The utilization of information technology in digital literacy education has become increasingly important due to the growing threat of cybercrime. This research aims to analyze the impact of digital literacy education on improving data security and preventing cybercrime within the community. Using a qualitative approach, this study identifies the role of information technology in raising public awareness and understanding of the importance of protecting personal data online. The findings reveal that digital literacy education, supported by information technology, can significantly reduce the risk of cybercrime. Communities that are educated in digital literacy are better equipped to face cybersecurity challenges and safeguard the integrity of their data. This education also provides practical guidelines for using digital devices safely and ethically.

Digital Literacy Education for Older Adults: A Scoping Review

ABSTRACTIn the context of global aging, digital technologies are increasingly recognized as a means to address the challenges associated with aging. Although many studies have explored the relationship between older adults and digital literacy, there is a gap identifying their necessary skills, challenges, and learning motivations. This review identified 30 articles from 2014 to 2024 and delineated five areas of digital literacy skills that older adults acquire, the hurdles they face in this process, and what drives their learning efforts. The difficulties faced by older adults in learning digital literacy include unfamiliarity with technology, cognitive decline, emotional barriers, limited access to digital resources, and physical and health issues. These challenges may lead to frustration in their use of devices and apps, which may affect their willingness to learn. This study, despite a small sampling size, paves the way for future research, including evaluating online fake information and addressing safety risks.

The Impact of Digital Literacy on the Creativity of Art Major University Students

This paper discusses the influence of digital literacy on the creativity of college students majoring in the fine arts. In the context of the rapid development of information technology, digital literacy has become an important part of artistic creation. An analysis of the impact of access to information and digital technology on the creative process reveals that rich knowledge reserves and access to information can stimulate inspiration and promote artistic creativity. Moreover, the use of digital tools provides creators with broader creative space and flexibility, thus enhancing their creativity. The paper also highlights the shortcomings of digital literacy education in colleges and universities and proposes suggestions for improvement, including updating the curriculum, improving equipment and strengthening teacher training, to better support the enhancement of digital art creation and the creativity of fine arts students.

Analysis and Resolution of Parent-Child Conflict Caused by Teenagers' Use of Electronic Devices

This study examines the correlation between adolescent electronic device usage and parent-child conflicts. Through literature review and empirical research, we found a moderate positive correlation, primarily due to communication barriers and excessive device use. To address these issues, the paper proposes key strategies: fostering open family communication, setting reasonable device-use regulations, encouraging diverse interests, and providing digital literacy education. These approaches are essential for enhancing family education and promoting the healthy growth of adolescents. By offering a concise understanding of this relationship, the research provides practical guidance to families, schools, and society, facilitating harmonious family development.

Exploring Digital Competence : Review of Digital Literacy Education in Early Childhood Education

Exploring Digital Competence : Review of Digital Literacy Education in Early Childhood Education

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.

Edukasi Literasi Keuangan Digital Bagi Masyarakat RW 14 Kelurahan Uwung Jaya Kecamatan Cibodas Kota Tangerang

In line with the development of higher information technology, resulting in people easily accessing all information, especially in shopping online, investing online, making online loans and gambling online, this certainly requires strong household financial management. Conducting digital financial literacy education in the community is one solution to reduce the impact of errors due to improper management and to reduce the gap between understanding financial literacy and financial inclusion in the community. With the delivery of digital financial literacy education, it is hoped that the community will be able to manage household finances wisely.

The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial.

In recent years, the integration of technology in education has revolutionized traditional learning paradigms. Digital literacy, a crucial skill in the 21st century, has become a vital aspect of modern education, enabling students to navigate, critically assess, and effectively use digital tools. As educators strive to boost engagement and learning outcomes, gamification has appeared as an auspicious pedagogical approach. By applying game mechanics to nongame contexts, gamification seeks to create a more immersive and digital learning experience. This research paper aims to investigate the impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level. In a pre-post intervention study, 168 undergraduate students were randomly assigned either to the experimental group (gamification based) or control group (conventional) learning condition. Both groups of participants learned the same topics in digital literacy. Empirical findings showed that participants from the experimental group had better academic performance in digital literacy than those who were not exposed to the game-based learning environment. The participants' prior experience with gamification was not found to be a significant predictor of their acceptance of gamification in a digital literacy course. The study provides evidence supporting the potential benefits of gamification in enhancing digital literacy education and opens the door for further exploration and implementation of gamified learning approaches in higher education settings.

Exploring strategies for connecting cross-curricular education and subject education: Focusing on digital literacy education

Exploring strategies for connecting cross-curricular education and subject education: Focusing on digital literacy education

Digital literacy education for UK undergraduate pharmacy students: a mixed-methods study.

Digital literacy is increasingly crucial in pharmacy practice, and relevant education and training are required to prepare the future workforce. This study aims to explore the current and planned inclusion of digital literacy education in the undergraduate curricula of UK pharmacy schools. A mixed-methods approach was conducted with two phases. The first involved a content analysis of published curricula from all 30 UK pharmacy schools. The second phase included a survey based on the Health Education England Digital Capabilities Framework, distributed to academic staff across all pharmacy schools. Data from 14 pharmacy schools' curricula were included in the analysis, with 10 reporting digital literacy education. Key themes identified from the analysed documents included understanding of health informatics, applied informatics, information technology skills, and the emerging digital health technology. Nineteen respondents from 16 schools participated in the survey; digital literacy inclusion was reported by 18 participants. There was variable alignment of digital literacy competencies with the Health Education England framework. Digital literacy was mainly integrated into existing teaching sessions, predominantly through self-learning (n = 12). Electronic Health Records and remote counselling were the main focus areas within the curricula. Challenges in implementing digital literacy include a lack of expertise (n = 13), and time constraints (n = 10). The trend towards embedding digital literacy in UK pharmacy curricula is clear, but disparities suggest the need for a more unified strategy. Recommendations include establishing a specific digital literacy framework aligned with professional needs, improving accessibility and transparency in curricula documents, and investing in faculty development.

Process for Improving the Quality of Digital Literacy Education for Bankers in Timor Leste

Digital literacy is crucial for economic and social development, particularly in regions like Timor Leste aiming to enhance educational standards among professionals such as bankers. This study aims to investigate the process of improving digital literacy education for bankers in Timor Leste, focusing on enhancing their skills in using digital tools and platforms effectively. The research adopts a qualitative approach, using interviews and surveys to gather insights from bankers regarding their current digital literacy levels and educational needs. Data analysis will involve thematic analysis to identify key areas for improvement. Initial findings indicate a significant gap in digital literacy among bankers in Timor Leste, highlighting a need for tailored educational programs. Recommendations include the development of specialized training modules focusing on digital security, data analytics, and digital communication tools. In conclusion, enhancing digital literacy among bankers in Timor Leste is essential for their professional growth and the economic development of the region. Effective educational interventions can empower bankers with the necessary skills to navigate the digital landscape competently and contribute to sustainable development goals.