Digital Skills Research Articles

Digitalization as a resilience strategy for women owned SMEs during crises

AbstractAlthough the entrepreneurial gender gap is decreasing in European economies, the obstacles faced by women entrepreneurs remain numerous and often differ from those encountered by men. The COVID-19 pandemic, and then the energy crisis, have made it even harder for women entrepreneurs to sustain their businesses and have added to the challenges of work and private life. Women entrepreneurs, among many others, had to face how to survive crises and adjust their businesses to new circumstances to become more resilient, remain competitive and sustainable in times of crises, and in particular to improve their digital skills. A new insight is crucial for more efficient entrepreneurial development for women. A cross-country research helps to identify the needs of women entrepreneurs and provide a solid basis for the development of tailor-made activities focusing on innovative and practical solutions to support the up-skilling and resilience of women entrepreneurs. Through a survey conducted with 608 women entrepreneurs from seven European countries, our basic question was how women entrepreneurs managed to get through and become resilient in times of crises. The focus of our analysis is digitalization: did the rapid digital transition help women entrepreneurs become resilient during turbulent times? Did the practicing of digitalization-based resilience strategies (including remote work, online sales and similar approaches) improve women entrepreneurs' operational efficiency and strength?

Smart Cities, Digital Inequalities, and the Challenge of Inclusion

While cities on a global scale embrace smartness as a roadmap for efficient urban governance, disparities persist in the domain of digital accessibility, literacy, and skills, with manifestations of digital exclusion, ageism, and ableism prevalent in most digital urban experiences. Despite their commitment to bridging the digital divide, governments lack comprehensive frameworks to inform policymaking and action for inclusion in smart cities. This review paper aims to deepen the understanding of the multifaceted challenges confronting the governance of inclusion in smart cities. Drawing from a review of research encompassing digital inclusion, digital transitions, smart cities, and urban governance, we discuss who is included and excluded in the governance of smart cities; what are the necessary conditions to be met for smart cities to be considered inclusive; and how can smart city governance deliver public value and equal benefits for all. As a novel contribution, this paper outlines a reflective framework to inform citizen inclusion in the governance of smart cities. This framework is meant to act as a starting point in the design of inclusive digital urban policies, and can also be employed to assess the directions taken to date in public organizations towards more inclusive urban practices.

Language and Literature Education Field: Some Aspects of Teaching in Primary Schools of National Minorities

The article explores teaching tools and certain aspects of teaching the Ukrainian language in primary grades, focusing on the instruction in the language of indigenous peoples/national minorities in general secondary education institutions in Ukraine and abroad. It presents the experiences of teachers, methodologists, authors of educational and methodological materials, and contemporary domestic and foreign scholars, based on a comparative analysis. Current trends in publishing textbooks and teaching aids are examined. The article highlights the experiences of Ukrainian and foreign educators regarding the relevance of educational support and the potential for engaging each child in meaningful individual and socially significant educational, research, and inquiry activities. It is determined that in textbooks and aids for the Ukrainian language and reading for grades 1-4, a concept has been pre-planned that considers the specifics of all sections and topics of the language and reading curriculum. The article proves that independent work effectively integrates the content of the studied material from language and literature, allowing for quick comprehension of the textbook, section, or topic, as well as enabling students to read and provide correct answers, with appropriate recommendations formulated. It is noted that modern realities require working with digital textbooks, necessitating additional teacher training to utilize them effectively. The article identifies the problems and prospects for further research, which include the development of digital skills for students and teachers, the need for educational institutions to be equipped with digital devices, and the formation of motivation among students, teachers, and parents for learning the Ukrainian language both in Ukraine and abroad.

Strategi Penerapan Media Pembelajaran Sesuai Perspektif Kurikulum Merdeka di MAN Binjai Sumatera Utara

This research aims to explore: First, evaluate the level of understanding and ability of MAN Binjai teachers in implementing learning media that supports the principles of the Independent Curriculum. Second, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. Third, knowing the obstacles faced in implementing learning media at MAN Binjai, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. This research method is a qualitative type with a descriptive approach. The instruments used in this research were observation, interviews and documentation studies. The location of this research is MAN Binjai, North Sumatra. This research data analysis uses three steps, data reduction, data presentation and conclusion drawing. The research results show that: First, the implementation of the independent curriculum at MAN Binjai includes the implementation of intracurricular learning, extracurricular learning, and the Pancasila Rahmatan Lil Al-Amin (P5RA) Student Profile Strengthening Project. This independent curriculum emphasizes freedom to think, innovate, learn independently and creatively, as well as the freedom to feel happy. Second, the planning strategy for using interactive digital learning media at MAN Binjai begins with intensive training for teachers to integrate technology in their teaching process. The use of digital media also helps students develop technological skills which are very important in the modern era. The research results show that the use of interactive digital learning media at MAN Binjai has increased student engagement, expanded access to learning, and developed their digital skills. Third, the obstacles faced by Technological Infrastructure: One of the main obstacles is the availability of adequate technological infrastructure. Training Limitations: Despite intensive training, there are still challenges in obtaining adequate training for all teachers. Teacher Readiness and Willingness: Not all teachers have the same readiness in adopting and integrating digital learning media. Insufficient Content: Sometimes, the availability of appropriate and quality content to support project-based learning can be a challenge. Time Limitations: Implementing interactive digital learning media requires additional time for preparation and development of learning content. Student Engagement: While digital learning media can increase student engagement, there are also challenges in ensuring that all students can access and use the technology effectively.

Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers

BackgroundIntegration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary digital skills to effectively orchestrate digital resources. Notably, the role of professional learning communities is considered critical. However, the intricate relationships among digital professional development, professional learning communities, and digital instructional integration among STEM teachers remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), the present study examined links in digital professional development, professional learning communities, and digital instructional integration among STEM teachers (N = 16,072) who participated in the Programme for International Student Assessment (PISA) 2022.ResultsFindings from the PLS–SEM analysis indicate that digital professional development exhibits a direct positive relationship with professional learning communities and digital instructional integration. Relatedly, professional learning communities is positively correlated with digital instructional integration. In terms of indirect effect, findings show that professional learning communities play a significant positive mediating role in linking digital professional development and digital instructional integration.ConclusionsThis study reports new evidence on the influence of digital professional development on digital instructional integration through professional learning communities among 16,072 STEM teachers and concludes that, when STEM teachers regularly immerse themselves in professional learning communities, they are more likely to benefit from their digital professional development by integrating digital technologies in classroom instruction. Policymakers and educational leaders should consider promoting digital professional development and professional learning communities among STEM teachers, along with efforts to encourage digital instructional integration.

Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality?

Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded on vesting students with the needed digital skills important in today’s highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education, and availability of technical expertise are pertinent to students’ digital skillfulness. We also investigate whether such school ICT resources are unevenly distributed among students of different socioeconomic backgrounds, and whether students of different socioeconomic backgrounds unevenly benefit from these resources. In doing so, we illuminate school ICT resources’ role in the process of intergenerational transmission of inequalities. To test our expectations, we employ ICILS 2018 data on 14,183 students in 751 schools across seven OECD countries. Our findings indicate that schools indeed play a meaningful role in nurturing digital skills, namely through students’ use of ICT in educational tasks. We also find that students from more advantageous socioeconomic backgrounds more often attend well ICT-resourced schools, pointing at the uneven distribution of school ICT resources in a way that reflects social reproduction. Alongside that, the availability of technical expertise in schools seems particularly fruitful for low-SES students’ digital skills development. This evinces that schools compensate for limited ICT skills socialization in the family, pointing at social mobility processes.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Social Security, Digital Literacy, and Relative Poverty in China

In the context of China's rapid economic development and digitalization, relative poverty persists as a pressing concern despite significant strides in poverty alleviation. While the role of social security in poverty reduction has been extensively studied, the potential moderating effect of digital literacy remains largely overlooked, particularly regarding individuals' ability to access and utilize social benefits effectively. To address this gap, we examine the interplay between social security, digital literacy, and relative poverty using data from the China Family Panel Studies 2020. Employing logistic regression models with interaction terms and addressing potential endogeneity, we find that social security coverage significantly reduces the likelihood of relative poverty. Crucially, digital literacy positively moderates this relationship, amplifying the poverty-reducing effect of social security for individuals with higher digital skills. This effect is particularly pronounced for low-income households and varies across regions. These findings highlight the need for integrated policy approaches that combine social protection with digital skill development to effectively combat relative poverty in the digital age, contributing to our understanding of poverty dynamics in digitalized societies and informing more targeted poverty reduction strategies.

Digital literacy, relative poverty, and common prosperity for rural households

Digital transformation has emerged as a crucial driver of economic development, yet its impact on rural China's socioeconomic landscape remains understudied. This research investigates how digital literacy influences common prosperity and relative poverty in rural China using comprehensive household-level data from the 2018 China Family Panel Studies (CFPS). Through robust econometric analysis, including multiple regression models and structural equation modeling, we examine both the direct effects of digital literacy on household economic outcomes and its indirect effects through the mediating channel of relative poverty. Our findings demonstrate that a one standard deviation increase in digital literacy scores corresponds to a 12.3 % reduction in relative poverty and a 15.7 % increase in household income, with these effects amplified in China's western regions and among unmarried individuals. The results are robust to various model specifications and controls for potential endogeneity. By establishing the causal pathways between digital skills and economic well-being, this study provides empirical evidence for policymakers to design targeted interventions that leverage digital literacy as a tool for reducing rural-urban disparities. Our findings contribute to the growing literature on digital inclusion and suggest that investing in digital skills training could be a cost-effective strategy for promoting inclusive growth in rural China.

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing

Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.

The model of contextual education of digital literacy to students on the example of philological disciplines

Introduction. Today, there is an acute problem of training a new type of specialist, successfully developing in the digital space, striving to improve in the field of modern digital technologies. Digital literacy is moving into the category of an independent type of literacy and is becoming an integral part of the professional competence of a future specialist. The aim of the study is to develop and present a model of contextual education of digital literacy to students on the example of disciplines of philological cycle. Materials and methods of research. The research is based on the provisions of normative documents on education, on the methodological principles of the leading approaches to the role of the environment and activity in personal development (competence-based, systemic, activity-based, personal), on the analysis of scientific judgments about the essence of digital literacy and digital technologies in philology. The theoretical study takes into account the methodology of context-oriented education, within which the formation of the most relevant digital skills of students of the philological profile of training (basic and professional), which are part of digital literacy, takes place. The results of the study. The areas of future professional activity of philological students are highlighted, including work with digital text, programming, communication in a digital environment, production of media content and the field of applied philology (editorial and expert). Skills in these areas form the basis of digital literacy. In search of effective ways to teach digital literacy, the authors turn to a contextual approach. The proposed model of contextual education includes targeted, theoretical and methodological, content-methodical, activity-based and effective components. The content component of this model is defined as a composition of educational activities with integrated quasi-professional and educational-professional digital literacy skills. As a result, the process of transformation of educational activity into professional activity is supposed to be tracked by the advanced level of digital literacy achieved by students. Conclusion. The results of the study will improve the learning process of philology students using information and communication technologies, and achieve a high level of development of their digital literacy. The materials can be useful in assessing the levels of formation of this type of literacy.

Perceptions of Discriminatory Decisions of Artificial Intelligence: Unpacking the Role of Individual Characteristics

This study investigates how personal differences (digital self-efficacy, technical knowledge, belief in equality, political ideology) and demographic factors (age, education, and income) are associated with perceptions of artificial intelligence (AI) outcomes exhibiting gender and racial bias and with general attitudes towards AI. Analyses of a large-scale experiment dataset (N = 1,206) indicate that digital self-efficacy and technical knowledge are positively associated with attitudes toward AI, while liberal ideologies are negatively associated with outcome trust, higher negative emotion, and greater skepticism. Furthermore, age and income are closely connected to cognitive gaps in understanding discriminatory AI outcomes. These findings highlight the importance of promoting digital literacy skills and enhancing digital self-efficacy to maintain trust in AI and beliefs in AI usefulness and safety. The findings also suggest that the disparities in understanding problematic AI outcomes may be aligned with economic inequalities and generational gaps in society. Overall, this study sheds light on the socio-technological system in which complex interactions occur between social hierarchies, divisions, and machines that reflect and exacerbate the disparities.

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.

Inequalities in internet use among older people between 2004 and 2021

Although research already examined sociodemographic profiles of older internet (non-)users, it is unknown how combinations of sociodemographic factors relate to internet (non-)use. Therefore, this study aims to investigate the cumulative impact of sociodemographic characteristics on internet (non-)use among people aged 60 and older between 2004 and 2021, using representative survey data derived from the Belgian Ageing Studies (n = 61 376). Logistic regression analyses consistently associated low education, age 80 or older, low income and female gender with higher probabilities of being internet non-user between 2004 an 2021. CHAID analysis revealed that education and age are the strongest predictors of non-use. The cumulative impact of sociodemographic factors enables to reveal subgroups where prevalence rates of non-use are almost three times higher than the prevalence reported in the population of older people in general. The result that 80.1 percent of individuals aged 80 and above with limited education did not use the internet underscores the need for a comprehensive digital inclusion approach, including strategies to overcome economic barriers to internet access and tailored internet training initiatives addressing digital skills and motivation. CHAID results help policymakers and internet training providers identify subgroups with high prevalence rates of non-users and target interventions to those at a high risk of digital exclusion.

Telecare: experience feedback for monitoring people with diabetes

Telecare is a telehealth practice open to medical auxiliaries and pharmacists. In semi-structured interviews, nurses shared their experiences. The results show that new skills are being mobilized to meet the needs of diabetic patients. However, there are still obstacles to be overcome, such as a lack of digital skills and organizational and technical difficulties, which need to be taken into account if we are to continue deploying this practice.

Development of artificial intelligence-based teaching factory in vocational high schools in Central Java Province

The objective of this study is to examine and assess the progress of utilizing artificial intelligence (AI) in teaching factory learning to enhance the digital skills of vocational high school (SMK) students in the province of Central Java. This study employed a qualitative approach utilizing metaethnography, as well as a quantitative approach employing Aiken’s V formula and strength, weakness, opportunity, threat (SWOT) analysis to identify and analyze the issues that arise. The present study examines the locations of SMKN 2 Purbalingga and SMKS Telkom in Central Java. Furthermore, relevant documentation was also utilized as a source of data. The research findings indicate that the implementation of AI in teaching manufacturing learning has effectively facilitated the development of an online learning management system. This system is characterized by its organized and integrated approach inside the online learning management system. The administration of teaching materials may be conducted autonomously and facilitated by the utilization of diverse information and communication technology or e-learning functionalities, including chat, email, blogs, and social media platforms. The creation of new enterprises within the domain of AI. It is imperative for educational institutions to align their policies with the demands and requirements of the business.

Kỹ năng số cho người lao động trong bối cảnh chuyển đổi số

Digital transformation, which is taking place worldwide, is making major changes in labor structures and labour markets. This poses the challenge of building a workforce equipped with digital skills to be ready to meet the demands of the digital economy. The aim of this study is to explore the relevant skills needed for employees in the digital environment. Using statistical techniques that describe, compare, and synthesize analysis from documentation, domestic and foreign reports, data collected from 2018 to 2023, combined discussions on the impact of digital skills on employee performance with experts on the status of digital skill readiness of employees in a changing and highly competitive context. At the same time, evaluate the positive achievements and the limitations that have not been achieved. On that basis, making proposals and solutions for both employers and employees to recognize the need for digital skills in the workplace is a compulsory trend for organizations. The results show that technology has changed the demands on employment in many different professions, setting demands for professional qualifications as well as digital skills of an increasingly large, complex and sophisticated workforce to respond to efficient and sustainable operations for organizations.

The Impact of Technology Access Inequality and Digital Skill Disparities on Social Integration and Life Satisfaction in Indonesia

This study investigates the impact of technology access inequality and the digital skills gap on social integration and life satisfaction in Indonesia. Utilizing a quantitative approach, data were collected from 230 respondents using a structured questionnaire. The results were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3) to evaluate the relationships between variables. Findings indicate that both technology access inequality and digital skill disparities significantly influence social integration, which in turn affects life satisfaction. Notably, technology access inequality has the strongest direct effect on life satisfaction. This research underscores the necessity for targeted interventions to improve technology access and digital skills, which can enhance social cohesion and overall well-being in Indonesia.

Police Leadership Education: Digital Didactics, Perceived Learning and Perceived Increased Competence as Police Leaders

Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion? We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six participants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their digital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.

Participatory Approach in The Development of Ai-Based E-Proposals: A Case Study of the Collaborative Process Between Village Youth and Local Government

This study examines the collaborative process between the youth of Dukuhpicung Village and the local government in the development of AI-based e-proposals as part of the village infrastructure development. The research was conducted in Dukuhpicung Village, Luragung District, Kuningan Regency, West Java Province. Using a descriptive qualitative approach, the study explores how the active participation of youth in the e-proposal training program enhanced their digital skills and strengthened synergy with the local government. The results show that the use of AI and audiovisual technology not only accelerated the planning process but also improved the effectiveness of communication through more interactive and persuasive proposals. This training successfully empowered the youth to take an active role in village development, enhancing their capacity to access funding opportunities and facilitating improvements in local infrastructure quality. These findings provide guidance for policymakers and development practitioners to support the implementation of digital technology at the village level and encourage closer collaboration between the community and the government in community-based participatory development.