Digital Proficiency Research Articles

A Sisyphean task of qualifying for digital citizenship? The precarious learning processes of disadvantaged migrant women in the context of inordinate expectations

ABSTRACT Contemporary states aiming to increase cost-effectiveness in public services through digitalisation advocate for digital citizenship. All citizens are expected to become fluent users of digital public services despite their varying circumstances. This study explores this issue for migrant women in Finland acquiring essential skills for digital citizenship: digital proficiency, fluency in the Finnish language, and understanding public administration. Using semi-structured interviews with structurally disadvantaged migrant women (N = 22), I analyse each skill acquisition as a complex temporal process. The analysis reveals that acquiring digital citizenship skills can be a prolonged process influenced by multiple temporal orders originating from both individual circumstances and external processes. Despite the investments made in acquiring these skills, citizens may remain unqualified. In conclusion, states that emphasize digital citizenship skills may assign structurally disadvantaged people a Sisyphean task, thereby leading to the narrowing of the realization of their citizen rights and, consequently, their citizenship.

Tracing the Success of QRIS Policy Implementation in Surabaya City’s Parking Levy System

This research explores the effectiveness of the Surabaya City Government’s policy on parking levy payments via the Quick Response Code Indonesian Standard (QRIS). The study aims to analyze the policy’s success in increasing Regional Original Income (Pendapatan Asli Daerah or PAD) and enhancing community welfare by improving the payment experience for parking users and supporting efficient management by parking attendants. Using Van Meter and Van Horn’s policy implementation framework, which includes six critical factors—policy standards and objectives, resource allocation, characteristics of implementing organizations, inter-organizational communication, implementer disposition, and socio-political and economic environment—the study evaluates both the facilitating and hindering elements of the policy. A qualitative descriptive methodology was employed, with data gathered through literature reviews, field observations, and structured interviews with key stakeholders, including government officials, parking service providers, and users. Analysis revealed that QRIS implementation has been beneficial in promoting transparency and efficiency in revenue collection, supporting PAD growth. However, challenges such as varying levels of digital literacy among users, limited internet access in certain areas, and reluctance among some parking attendants to adopt digital systems were identified as barriers to optimal implementation. Key findings suggest that the policy’s long-term success hinges on consistent inter-agency coordination, community engagement initiatives to raise digital payment awareness, and ongoing training for parking attendants to improve digital proficiency. The study concludes that achieving sustainable success in implementing non-cash transactions for parking levies requires a holistic approach, integrating community awareness, inter-organizational support, and policy adaptability. This research offers valuable insights for policymakers seeking to improve public service delivery through digital transactions. It highlights the importance of adaptive management in fostering community welfare alongside regional revenue growth.

Special Section on Patient-Reported Outcomes and Informatics: Collection of Patient-Reported Outcome Measures in Rural and Underserved Populations.

The NIH Pragmatic Trials Collaboratory supports the design and conduct of 31 embedded pragmatic clinical trials, and many of these trials use patient-reported outcome measures (PROMs) to provide valuable information about their patients' health and wellness. Often these trials enroll medically underserved patients, including people with incomes below the federal poverty threshold, racial or ethnically minoritized groups, or rural or frontier communities. In this series of trial case reports, we provide lessons learned about collecting PROMs in these populations. The unbiased collection of PROM data is critical to increase the generalizability of trial outcomes and to address health inequities. Use of electronic health records (EHRs) and other digital modes of PROM administration have gained traction. However, engagement with these modes is often low among disparities prone populations due to lessened digital proficiency, device access, and uptake of EHR portals and web interfaces. To maximize the completeness and representativeness of their trial outcome data, study teams tested a range of strategies to improve PROM response rates with emphasis on disparities prone and underserved patient groups. This manuscript describes the approaches, their implementation, and the targeted populations. Optimized PROM collection required hybrid approaches with multiple outreach modes, high-touch methods, creativity in promoting digital uptake, multi-modal participant engagement, and text messaging.

THE ROLE OF DIGITAL LITERACY OF PRE-SERVICE AND IN-SERVICE EFL INSTRUCTORS IN POST PANDEMIC COVID-19

There is a need to pay more attention to the incorporation of digital technologies in teaching English as a Foreign Language (EFL) due to the increased importance of digital technology and digital literacy highlighted by the COVID-19 pandemic. The digital proficiency of teachers is crucial for effective teaching and learning in the 21st century, especially in the context of foreign language education [1]. In this context, this study investigates the role of digital literacy of pre-service and in-service EFL instructors post-pandemic. Participants are N:165 EFL pre-service and in-service instructors. The current study has a quantitative design, the data tool is the Digital Literacy Questionnaire for Language Teachers. The data is analyzed via the Mann-Whitney U test, Wilcoxon Signed Rank Test, descriptive analysis for one of the questionnaire items and content documentation for the last open-ended question for of the questionnaire. The findings of the study indicate that there are significant differences between Pre-service and In-service EFL Instructors for some of the items. Besides, as the findings suggest lack of skills and knowledge of teachers, lack of training, lack of budget, and lack of interest of teachers are among the factors affecting the use of digital technologies for foreign language teaching. The findings undeniably confirm the vital importance of digital literacy in teaching English as a Foreign Language (EFL) in the digital age, highlighting the need for teachers to actively acquire and employ it. Therefore, it is essential for EFL teachers to include digital literacy in their teaching methods by making use of a range of digital technologies, including Web 2 tools that provide several capabilities. The results also indicate the necessity of teacher training programs focused on enhancing the digital literacy skills of English as a Foreign Language (EFL) instructors.

Navigating Challenges in Remote Speaking Tasks: Unveiling Technical and Non-Technical Problems Faced by Students

In today’s digitally driven era marked by widespread remote communication, individuals grapple with diverse challenges when undertaking speaking tasks from a distance. Despite extensive research on communication dynamics in virtual contexts, the specific hurdles associated with remote speaking tasks remain understudied. This research addresses this gap by qualitatively exploring the complexities of such challenges and proposing practical strategies for effective communication in virtual environments. Employing a qualitative research approach, a survey with open-ended questions was administered to 19 students in the English Education program, and NVivo 12 was used for analysis. The findings highlight technical and non-technical challenges in remote speaking tasks, emphasizing the critical role of digital proficiency and a stable technical infrastructure. The study underscores the need to address personal and social aspects, suggesting solutions that encompass a precise and adaptive approach, including ensuring a reliable Internet connection, strategic use of digital resources, enhancement of technical skills, and a holistic strategy to tackle both technical and non-technical challenges. This research implies that educators should prioritize developing students’ digital proficiency and adopt a comprehensive approach that tackles both technical and psychological challenges, aiming to boost confidence and interpersonal skills in virtual learning environments.

Influence of Leadership and Digital Competence on Marketing Performance: Mediation by Innovation, Moderation by Competition

This study investigates the influence of strategic leadership, digital proficiency, technological innovation, and the competitive landscape on marketing success, highlighting the mediating function of technological innovation and the moderating effect of the competitive environment. We collected data from 305 employees at Indonesian Sharia Bank, Aceh Sharia Bank, and PT Pupuk Iskandar Muda. The SEM-PLS analysis reveals that strategic leadership and digital competency significantly improve technical innovation and marketing performance. Technological innovation substantially enhances marketing outcomes. While the competitive landscape improves marketing performance, its moderating influence is significant and detrimental. The study highlights the need for developing leadership and digital skills to drive innovation. By investing in these fields and understanding the competitive landscape, companies can strengthen their competitive edge and improve marketing results. Persist in implementing these discoveries

Exploring Gender Disparities in Digital Skills: Evidence from the Serbian Tourism Sector

The paper examines the digital skills of key stakeholders in the Serbian tourism industry (supply side) to identify potential gender gaps in digital proficiency. Employing a cross-sectional survey of 418 participants within the tourism industry, we utilized binomial logistic regression to parse out the effects of gender relative to other socio-demographic variables on digital skills. The descriptive results based on DigComp 2.0 methodology reveal notable gender differences, with women showing higher levels of information and communication skills but lagging men in problem-solving and content manipulation skills. However, the binomial logistic regression analysis indicates that gender does not significantly predict digital skill levels in the Serbian tourism sector. Instead, age and education are significant factors, with older individuals less likely to possess advanced digital skills and higher education levels correlating with greater digital proficiency. These findings underscore the critical role of education (formal and informal) in digital skills building, suggesting that comprehensive and targeted educational initiatives could effectively enhance digital skills and competencies across the sector.

University EFL Students’ Perspectives on Educators’ Digital Competence at Qassim University

Personal and professional success in the digital age requires digital abilities. Increased expectations that graduates be adept in digitisation while joining the job need higher education institutions to successfully incorporate digital aspects. This study evaluates university EFL students' digital integrative attitudes and instructors' digital proficiency. Digital tools are emphasised for collaborative learning. Researchers seek to address two key questions: What are EFL students’ perspectives on digital learning? How do they assess teachers' IT skills? It appears through the end result not all instructos have the same digital competency and it is strictly field dependent. This variance in the digital capalities and field orientation decideis the choice of their preferredd pedagogical tools. Digital collaborative learning was used by both categories of students: engineering students and non-engineering EFL students to variable degrees. This suggests that punishing students may affect preferences and behaviours in this area. EFL students were confident in their digital tool usage, although they didn't comprehend all the features. This study's results may improve instructional techniques, institutional standards, and professional development programmes to improve educators' digital abilities. As digital technology integration evolves, global higher education consequences are enormous.

Exploring Digital Proficiency Among Mothers of School-going Children in Kerala

Early exposure to social and digital media in this digital age greatly influences children’s lives, leading to an increasing number of parents and educators becoming concerned about the potential negative effects of excessive screen time. By investigating mothers’ digital competencies as informal educators, this study fills a significant research gap. The paper emphasises women as mentors, highlighting their responsibility to supervise and guide their children’s use of digital devices in an era of pervasive connectedness. Using a modified version of the DigCompEdu framework, the study focuses on two essential elements: empowering children; and fostering their understanding of digital competence areas. A thousand homemakers from two wards of the Kochi Corporation area in the Ernakulam district, Kerala, India are included in the study. Discriminant analysis is used to identify four important skill areas that demonstrate significant group differences – between Novice, Basic, Independent, and Proficient user groups. Results imply that tailoring digital literacy programs to mothers’ varying proficiency levels can enhance their ability to navigate digital parenting effectively. Additionally, integrating sociodemographic factors into interventions can ensure relevance and efficacy in addressing digital competence disparities among mothers.

LIVED EXPERIENCES OF TECHNICAL, VOCATIONAL, LIVELIHOOD TRACK (TVL) SENIOR HIGH SCHOOL STUDENTS IN WRITING TECHNICAL PAPERS IN THEIR CHOSEN TRACK: A QUALITATIVE INQUIRY

The purpose of This qualitative inquiry is to explore and understand the lived experiences of technical, vocational, and livelihood (TVL) senior high school students in writing technical papers in their chosen track within the Davao del Norte Division. This study aims to generate findings that will guide teachers in designing appropriate interventions to help students develop the necessary skills for writing technical papers in their chosen track. The participants are 14 TVL students from three different senior high schools in the Davao del Norte Division, selected through purposive sampling. Through in-depth interviews and focused group discussions the study identifies key challenges such as difficulties with grammar, problem in conceptualization, and meeting deadlines, as well as coping mechanisms like utilizing prior knowledge, resourcefulness, and seeking support. The results underscore the significance of considering online tools, English proficiency and awareness about prospective impacts of learning technical writing. The results of the study highlighted that innovative teaching strategies are required to help TVL students, such as digital literacy programs and mentoring procedures for further faculty enhancement on skills in reading technical writing. The implications call for a better understanding of TVL students' struggles, promoting an educational environment that values digital proficiency and effective communication. Future research should quantitatively examine these challenges' impacts and the role of AI tools in writing, aiming to develop targeted interventions for improved technical writing skills. KEYWORDS: TVL students, technical papers, qualitative study, lived experiences, writing challenges, teacher interventions. Davao del Norte

Transforming digital learning and assessment strategies in higher education

This study proposes a transformative approach to integrate modern technology and online assessments in higher education, emphasizing the shift from traditional methods to advanced-conceptualized digital platforms. It explores the potential of technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications to reshape education by offering scalability, real-time feedback, and personalized learning experiences. These technologies provide opportunities to create immersive learning environments and enable students to engage with content more interactively. Through a survey conducted with 367 sophomores from four faculties at Universitas Terbuka, digital readiness, challenges, and expectations were assessed. The survey results indicated a diverse range of digital proficiency among students, highlighting both strengths and areas needing improvement in digital skills. Preliminary findings indicate significant differences in digital readiness and expectations for interactive and flexible learning environments among faculties. Students from technology-oriented faculties exhibited higher readiness and adaptability to digital tools compared to those from humanities and social sciences faculties. The study underscores the need for targeted strategies to enhance digital competencies and support systems, ensuring equitable access to digital learning tools. Additionally, it identifies key barriers such as limited access to reliable internet and insufficient digital literacy training, which must be addressed to fully realize the benefits of online education. For instance, students reported difficulties in accessing advanced educational software due to limited bandwidth, which impacts the efficacy of online learning platforms. These insights provide practical recommendations for educators, developers, and policymakers to optimize digital learning experiences and address emerging educational challenges, setting the stage for future transformative practices in higher education. The findings advocate for a comprehensive institutional policy that promotes continuous digital skills development and infrastructure investment to support inclusive and innovative learning experiences.

Information systems (IS) and smallholder farming in developing countries: A systematic literature review

In the context of the fourth industrial revolution, the potential of information systems (IS) to revolutionise smallholder farming practices and enhance sustainability is a topic of growing interest, particularly in developing countries. This systematic literature review examines the intersection of agriculture and IS to explore how technology adoption can help to transform small-scale, subsistence farming enterprises into profit-generating, sustainable small businesses, while at the same time addressing the unique challenges present in developing-world contexts. The review critically examines the potential barriers and challenges faced by smallholder farmers in adopting and effectively using IS solutions in their operations. Among other things, the review investigates the assumption of basic literacy in many IS theories, and the extent to which this assumption aligns with the reality of developing-world smallholder farming communities, where literacy levels and digital proficiency may be limited.

Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

AbstractIn recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers’ competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study aims to analyze the impact of digital proficiency on teachers’ AI-TPACK competencies. The study utilized a correlational survey model and involved 401 teachers from various provinces and departments in Turkey. The data collection tools included a personal information form, an AI-TPACK scale, and a digital proficiency scale. The collected data were analyzed using structural equation modeling. The research findings revealed that teachers’ AI-TPACK competencies were below average, whereas their levels of digital proficiency were above average. Furthermore, a significant relationship between teachers’ AI-TPACK and digital proficiency levels was identified, with digital proficiency as a significant predictor of AI-TPACK competencies. Based on the research findings, recommendations for future studies are provided.

Investigation of the Competencies of Teacher Candidates in Using Web 2.0 Tools

This study aimed to examine the web 2.0 tool usage competencies of Turkish and Turkish language and literature teacher candidates. The participants' proficiency with Web 2.0 tools was assessed in this context based on several characteristics. 279 teacher candidates (219 female and 59 males) were the subjects of the study, which was carried out at an eastern Turkish university. The data was gathered using Google Docs (Google Forms) and the “Web 2.0 Tools Usage Competency Scale (WAKYÖ)” created by Çelik (2021) as the data gathering method. The results of the study indicate that the digital competency of teacher applicants is frequently in the medium range. The results show that while most teacher applicants use social media, they don't use it frequently. In the gender-based examination, male teacher candidates performed much better than female teacher candidates when using Web 2.0 tools. However, an analysis of age groups shows that there are no discernible differences in Web 2.0 tool proficiency. The examination conducted based on the department or main science that each student pursued at the university revealed that teacher candidates with varying degrees of education possessed comparable levels of digital proficiency. However, there was no discernible difference in the analyses conducted based on the individuals' devices, their use of social media, the amount of time they spent on it each day, and whether or not they had taken computer or information technology courses during their undergraduate studies. The results showed no appreciable variation based on family income level. The results suggest that the focus of educational activities should be on more effective ways to improve digital skills. This makes it obvious that specialized training and support programs should be developed to fulfill the requirements of teacher candidates while taking into consideration factors like academic specialization and gender.

Consumer Behavior in Online Shopping: A Comparative Analysis of Generational Differences

The consumer behavior in online shopping across different generations, focusing on Millennials, Generation X, and Baby Boomers. With the proliferation of e-commerce platforms, understanding how generational cohorts engage with online shopping is crucial for businesses aiming to effectively target and cater to diverse consumer preferences. Utilizing a quantitative research approach, this comparative analysis explores factors influencing online purchase decisions, including trust in online retailers, perceived risks, shopping motivations, and preferences for digital payment methods. variations in consumer behavior among generational cohorts. Millennials, characterized by their digital proficiency and preference for convenience, exhibit a higher propensity for online shopping and are more likely to embrace emerging technologies such as mobile commerce and social media influencers. In contrast, Generation X consumers prioritize product reviews and brand reputation when making online purchases, emphasizing trust and reliability in e-commerce transactions. Baby Boomers, while increasingly adopting online shopping for convenience, express concerns about data security and prefer traditional payment methods.

Assessing the digital competence of in-service university educators in China: A systematic literature review

Rapid growth has been witnessed in digital technologies, resulting in significant productive changes in communication and information technology-oriented practices in different fields. Hybrid teaching or blended learning has gained progressively widespread acceptance in the educational process, and concerns about teachers' information and communication technology (ICT) competence or digital competence have become prevalent. This study adopts a systematic review to interpret and analyse the relevant research findings, aiming to systematically investigate the existing models and paradigms of ICT competence or digital capacities and to understand further how these models and paradigms are applied specifically within the context of Chinese universities. Based on inclusion and exclusion criteria, 12 out of 801 candidate studies were accessed from Web of Science, Scopus and the China National Knowledge Infrastructure (CNKI) databases. The findings indicate that the Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Guides for Teachers in Higher Education (CETG) are frequently used to evaluate college educators' digital proficiency or ICT capability in China. Educators’ demographic characteristics, self-efficacy, external factors such as institutional policies and the availability of infrastructure and training collectively influence how digital teaching is integrated within Chinese higher education institutions. By conducting a systematic review of research trends and the critical factors affecting the digital competence of faculty in Chinese universities, this study aims to equip policymakers and educators with a deeper understanding of how to prepare for educational shifts in the digital era and thereby ensure the sustainability of professional development.

UNDERSTANDING THE CHALLENGES OF TEACHING COMPUTER SCIENCE SUBJECTS FROM SCHOOL TEACHERS’ PERSPECTIVE

The implementation of Computer Science (CS) in Malaysian secondary schools aims to develop digital proficiency among youths. Despite this, Kedah state has seen fluctuating enrolment in CS elective subjects for the Sijil Pelajaran Malaysia (SPM) exam between 2018 and 2021, which contrasts with the increasing popularity of CS programs in higher education and the rising demand for CS skills.Addressing the challenges teachers face in delivering CS subjects is crucial, including issues like inadequate training, limited resources, language barriers, and diverse student backgrounds. This study uses a quantitative approach with self-developed questionnaires distributed among experienced CS teachers in Kedah to identify these challenges and propose solutions. Findings reveal a mix of experienced and less experienced teachers, mostly with medium-level proficiency. The study highlights difficulties in teaching Form 4 and Form 5 content and suggests improvements through professional development, collaboration, hands-on experiences, and updated resources to enhance teaching effectiveness and better align secondary education with higher education and job market needs.

Age and income influence the digital proficiency of northeastern brazilian older people

Age and income influence the digital proficiency of northeastern brazilian older people

The role of gadgets in the everyday life of a young child: exploring the impact of digital dementia and the importance of digital hygiene

Introduction. With the rapid integration of digital technology into every aspect of society, it is inevitable that preschool children are also exposed to gadgets. This has raised concerns among parents, educators, and researchers alike. While there are undeniable benefits such as access to educational resources and innovative learning techniques, the excessive use of gadgets can have detrimental effects on children's attention span, speech development, and social skills. Therefore, it is crucial to establish a balanced and appropriate interaction between preschoolers and digital devices, drawing from the experiences of key influencers in children's development, namely parents and preschool teachers. The purpose of the research is to analyze the perspective and approach of parents, kindergarten teachers, and additional preschool education teachers regarding the utilization of electronic devices by young children. Materials and methods. The online survey involved 412 kindergarten teachers in the Sverdlovsk region (Russian Federation), as well as 15 teachers of additional preschool education institutions and 15 mothers of preschool children took part in a semi-structured interview. Results. Preschoolers have been found to have the highest level of exposure to gadgets both at home and in kindergartens. However, in additional education institutions, the integration of gadgets into their activities is not as prevalent, as they tend to rely more on traditional teaching methods. The majority of kindergarten teachers utilize gadgets when working with preschoolers. They often employ videos, cartoons, and interactive whiteboard lessons as teaching tools. It is worth noting that the percentage of teachers who oppose the use of gadgets has significantly decreased to 5%. On the other hand, 90% of teachers have a positive attitude towards digitalization and believe that the effective use of modern technologies can simplify their work and engage children, ultimately benefiting them. Nevertheless, it has been discovered that the prescribed norms for the use of digital technologies by preschool children are often not adhered to. This is due to the fact that children use gadgets at home for entertainment purposes, such as watching cartoons and playing games for 30-60 minutes or more per day. Additionally, in kindergartens, children spend around 20-30 minutes watching videos and educational content, resulting in a total screen time that often exceeds one hour per day. This highlights the necessity to enhance the digital competence of parents and teachers, implement a monitoring system for children's gadget usage, and develop comprehensive guidelines for children's interaction with digital technologies. Conclusion. The results of the study highlight the necessity of formulating comprehensive guidelines for children's engagement with digital technologies, alongside enhancing the digital proficiency of parents and educators. This approach will facilitate the proper utilization of gadgets and maximize the advantages they offer for a child's growth and development.

Investigating the digital proficiency of English as a Foreign Language (EFL) educators in association with their professional identity

Investigating the digital proficiency of English as a Foreign Language (EFL) educators in association with their professional identity