ICT Literacy Research Articles

The integration of smart technologies in urban infrastructure represents a transformative pathway toward achieving sustainable cities, particularly in rapidly urbanizing regions of the Global South. This study investigates how smart infrastructure initiatives influence urban efficiency, service delivery, and environmental performance in Lafia Metropolis, Nasarawa State, Nigeria. Using a mixed-method design, data were collected from 370 residents, municipal planners, and ICT professionals to examine the operational impacts of digital systems in transport, waste management, energy distribution, and water supply. Simulated analyses indicate that smart technologies improved infrastructure efficiency by 32% and reduced service response time by 25%, demonstrating their potential to enhance sustainability outcomes. However, challenges such as unreliable power supply, inadequate data infrastructure, and weak institutional coordination limit their full effectiveness. Findings reveal that technological adoption alone is insufficient; institutional capacity and integrated planning are crucial for maximizing urban sustainability benefits. The study recommends a multi-stakeholder approach involving public- private partnerships, smart infrastructure audits, and expanded ICT literacy to build resilient, technology-driven urban systems. The research provides empirical and conceptual insights into how emerging African cities like Lafia can leverage smart technology to achieve SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities).

The integration of deep learning in education has the potential to enhance pedagogical practices, personalized learning, and adaptive instruction. However, Islamic schools face unique challenges in adopting AI-driven educational models due to technological limitations, digital literacy disparities, and regulatory constraints. This study assesses the readiness of Islamic school teachers in Indonesia to implement deep learning-based curricula, analyzing knowledge, attitudes, barriers, and demographic influences on AI adoption. A structured questionnaire was administered to 1,120 teachers across madrasahs, pesantrens, and Islamic private schools, with data analyzed using the Rasch measurement model to ensure psychometric validity. Differential Item Functioning (DIF) analysis was conducted to examine variations in readiness across gender, age, education level, teaching experience, and ICT knowledge. The results reveal moderate teacher readiness, with significant gaps in deep learning comprehension and practical implementation. Female teachers, mid-career educators (36–45 years), and secondary school teachers exhibit higher AI readiness, while novice and older teachers face greater barriers. ICT literacy emerges as the strongest predictor of readiness, underscoring the need for targeted digital training programs. Findings highlight infrastructure deficits, professional development gaps, and policy misalignment as primary obstacles to deep learning adoption. While urban teachers demonstrate higher AI engagement, rural educators require greater institutional support. The study emphasizes the necessity of differentiated professional development programs that cater to teachers at different career stages and digital literacy levels. These insights provide critical implications for policymakers, educational leaders, and curriculum developers in designing AI-driven pedagogical strategies for Islamic schools. Future research should explore mentorship initiatives and hybrid training models to foster sustainable AI adoption in religious education settings.

This study evaluates the social and economic impacts of the ICT literacy training program conducted for the members of the Camingawan-Tagukon Farmers Association (CATAFA) in Kabankalan, Negros Occidental, Philippines. Using a mixed-methods approach, the study collected data through surveys, key informant interviews (KIIs), focus group discussions (FGDs), and document analysis to comprehensively assess the program's outcomes. Findings reveal that the training has significantly improved participants' digital literacy, productivity, and awareness of sustainable practices. Recommendations include enhancing digital access, integrating financial and environmental literacy, and providing ongoing support to ensure long-term impact.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0220/a.php" alt="Hit counter" /></p>

The effectiveness of PjBHL is measured in terms of dimensions such as motivation, prospective behavior, self-regulated learning, and ICT literacy both online and offline. The research aims to assess the preparedness of elementary teacher education students before engaging in social studies using the PjBHL model. Conducted in June 2025, this quantitative study involved 117 students (56 males and 61 females) from the Primary School Teacher Education Program at Universitas PGRI Kanjuruhan Malang. A Likert-scale questionnaire (1-4) was employed to evaluate student readiness in motivation, prospective behavior, self-regulation, and ICT proficiency. Descriptive statistics were used to analyze readiness levels, and MANOVA was applied to compare gender differences. The findings indicate that 1) students' readiness for PjBHL was relatively good, rated as B+, and 2) motivation, prospective behavior, self-regulated learning, and ICT skills did not show significant differences based on gender. The study recommends that lecturers adopt adaptive, student-centered pedagogies that facilitate gender-neutral approaches, ensuring equitable learning opportunities for all students.

The development of digital technology has driven a major transformation in the banking sector, enabling various services to be provided online through digital banking platforms. Students, as the digital native generation, are an important segment in the adoption of these services. Although various conveniences and benefits have been offered, the level of digital banking adoption among students remains uneven. This study aims to examine the interest of students from the Faculty of Social and Political Sciences (FISIP) in using digital banking and to explore the factors influencing their preferences. This research employs a quantitative approach using logistic regression analysis. Primary data were collected through questionnaires distributed to active FISIP students at Diponegoro University. Independent variables include age, GPA, semester, region of origin, entrepreneurial status, monthly allowance, and ICT literacy, with digital banking adoption as the dependent variable. The results indicate that the logistic regression model has a satisfactory goodness-of-fit, with a -2 Log Likelihood value of 99.003 and a Nagelkerke R² of 0.154. Hypothesis testing revealed that only age and semester significantly influence digital banking adoption. Age has a positive effect (p = 0.003), while semester has a negative effect (p = 0.005). Other variables—GPA, region of origin, side business, monthly allowance, and ICT literacy—show no significant effect. This study contributes conceptually to understanding technology adoption behavior and offers practical implications for financial institutions and educational bodies to enhance financial literacy and digital inclusion among students.

ABSTRACT Globally, ICT use is considered vital for citizen participation in local governance. However, the impacts of ICT use on citizen participation in local governance of developing countries like Tanzania remain underexplored. We examined the influence of ICT on citizen participation in Tanzania’s local governance, utilising data from 645 respondents across 18 Local Government Authorities (LGAs) of Tanzania Lake Zone regions. The results of the Structural Equation Model (SEM) show that citizen participation is significantly influenced by ICT literacy (β = 0.13, p < 0.0001) and internet connectivity accessibility (β = 0.138, p < 0.0001). Use of e-government is not statistically related to citizen participation (β = 0.081, p = 0.106). The paper contributes to the literature by looking at how ICT literacy, internet connectivity and accessibility, and e-government shape citizen participation in local governance. It unlocks the practical ways to foster greater citizen participation in local governance through ICT.

The swift development of information technologies has revolutionized industries, governance systems, and human conduct to the point where current theoretical underpinnings of technology adoption must be re-examined. This paper critically analyzes the evolving paradigms of digital technology adoption by analyzing major theoretical frameworks—such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Diffusion of Innovations Theory—while establishing their shortcomings in explaining modern-day digital phenomena such as AI integration, blockchain, IoT, and metaverse ecosystems. From a comparative perspective, the research points out how new technologies negate historical presumptions of user uptake, organizational preparedness, and ICT literacy. In addition, it suggests a conceptual framework for future research that encompasses dynamic user environments, socio-cultural aspects, and environmentally friendly innovation practices. The paper helps to further refine the scholarly work by providing new evidence on how the digital adoption environment is changing and presents actionable recommendations for policymakers, technologists, and research scholars working in the digital transformation age.

The swift development of information technologies has revolutionized industries, governance systems, and human conduct to the point where current theoretical underpinnings of technology adoption must be re-examined. This paper critically analyzes the evolving paradigms of digital technology adoption by analyzing major theoretical frameworks—such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Diffusion of Innovations Theory—while establishing their shortcomings in explaining modern-day digital phenomena such as AI integration, blockchain, IoT, and metaverse ecosystems. From a comparative perspective, the research points out how new technologies negate historical presumptions of user uptake, organizational preparedness, and ICT literacy. In addition, it suggests a conceptual framework for future research that encompasses dynamic user environments, socio-cultural aspects, and environmentally friendly innovation practices. The paper helps to further refine the scholarly work by providing new evidence on how the digital adoption environment is changing and presents actionable recommendations for policymakers, technologists, and research scholars working in the digital transformation age.

This study aims to analyze the influence of demographic and personal factors on the interest of Vocational School students at Diponegoro University in using digital banking services. The research problem focuses on whether variables such as age, Grade Point Average (GPA), semester, region of origin (urban/rural), allowance, ICT literacy, and side business have a statistically significant contribution to variations in digital banking interest. A quantitative approach with a descriptive-correlational design was employed, and the research was conducted in June 2025. A total of 117 active vocational students with prior digital banking experience were selected using purposive sampling. Data were collected via online questionnaires and analyzed using binary logistic regression through SPSS software. The results show that none of the seven demographic and personal variables had a statistically significant influence (p &gt; 0.05) on students’ interest in using digital banking. This finding indicates that these individual characteristics are not dominant determinants of interest. Rather, students’ interest in digital banking appears to be widespread and driven by functional needs in daily life. Consequently, this study recommends further exploration of other factors such as attitude, perceived ease of use, perceived usefulness, and trust in future analytical models.

This study investigated “the role of Information Technology and Communication between School Heads and District Education Officer: A Case of Kagadi District, Uganda”. It explored the accessibility of ICT infrastructure in communication among school heads and education Officers; examined the role of ICT infrastructure in communication among school heads and Education Officers; and assessed the challenges facing the communication processes among Heads of Schools and Education Officers. The study adopted a mixed research approach and descriptive research design. The sample comprised 82 school Heads and Education Officers. The findings revealed that there is accessibility of ICT infrastructure such as ICT tools, network and power supply. It was also revealed that ICT plays a significant role in enhancing communication among Heads of Schools and Education Officers. It was also revealed that there are challenges related to ICT literacy in using ICT tools and services, high costs of buying and maintaining ICT tools and high cost of ICT services. Apart from that, findings unveiled that communication through ICT provides a feedback mechanism, which is very important in the communication process. The use of ICT in communication among heads of schools and education Officer is a crucial process towards improving the communication process in the education sector. The study concluded that, ICT enhances communication between school heads and education officers by providing a reliable channel for timely information exchange, facilitating effective decision-making. However, challenges include high costs of ICT tools and low literacy levels among some users. Despite these challenges, ICT improves the communication process, making it more effective and efficient. The study recommends that there should be frequent trainings and seminars to improve the usage levels of ICT services among educational managers.

Abstract In education, the concept of ‘thinking skills’ has long been contentious. This article revisits the 2010 debate between Stephen Johnson and Harvey Siegel on whether thinking can be taught as a general skill. To weigh in on this ongoing dispute, it contributes a novel perspective by augmenting key insights from 4E cognition to avoid treating cognition as a purely brain-based computational perspective which treats the brain as separate from the rest of the body and its environment. I argue that given the elusiveness of the concept of ‘thinking skills’, scholars must first reach a sufficiently precise and pluralistic understanding of so-called ‘thinking skills’ to avoid talking past another. Such precision, I contend, is a necessary condition, an antecedent epistemic obligation, so to speak, prior to the design of curricula which prioritize the acquisition of the much-heralded, yet heavily disputed, ‘21st-century thinking skills’ ((Varas et. al., 2023) assortment of the following: Critical thinking, Creativity, Collaboration, Communication, information, and media literacy, Computing and ICT literacy, Cross-cultural understanding and Career, and learning self-reliance (Trilling and Fadel, 2009). See (Dishon and Gilead, British J Educ Stud 69:393–413, 2021)) for a critical analysis of the unquestioned exaltation of said twenty-first century skills). To ground the discussion in policy, I revisit the influential UK McGuinness Report, examining how it influenced higher education institutions’ approaches to thinking skills and how it shaped their understanding of those skills, including critical thinking. One key finding of my analysis is that both domain-specific knowledge and contextually sensitive, generalizable thinking skills are vital for fostering a robust understanding of how to nurture and enhance thinking skills in educational settings. More importantly, such thinking skills are best viewed through the lens of 4E cognition rather than as decontextualized, disembodied cognitive outcomes. In short, this paper demonstrates that in an era focused on developing 21st-century skills, clarifying exactly what we mean by ‘thinking skills’—particularly through the lens of novel 4E cognition frameworks—must inform the future design of effective thinking-skills curricula.

This study investigates employer satisfaction with the qualifications and competencies of graduates in education-related disciplines, encompassing fields focused on teaching, learning, and human development. Drawing on data from 464 employers across diverse sectors, the study compares satisfaction levels between public sector (education) and private sector employers. The analysis reveals that private sector employers report significantly higher satisfaction with graduates' qualifications than their public sector counterparts. ICT literacy was the highest-rated competency across sectors, while leadership and social engagement ranked the lowest, likely due to limited academic opportunities and emphasis. Employers view these skills as requiring experience and long-term development. Public sector employers rated critical thinking and self-initiative slightly higher than private sector counterparts. Many employers emphasized the need for further training, particularly in leadership, problem-solving, and communication. Aligning curricula with labor market demands is essential to equip graduates with both technical and soft skills. The study recommends enhancing curriculum design and industry partnerships to improve employability and long-term career success.

The implementation of 21st-century skills in EFL settings is essential, considering their transferability into real-life settings. However, research indicates that there are barriers to implementing these skills within educational systems, including the inadequacy of teacher training and digital tools, as well as the challenge of transitioning to student-centered pedagogies. Therefore, this study aims to identify the obstacles to implementing 21st-century skills in tertiary-level EFL settings in Türkiye. An online pilot survey, adapted from the UNESCO Bangkok Office's (2016) work on transversal competencies, was conducted at a foundation university's school of foreign languages in Istanbul, Türkiye. The participants (n = 18) were selected using convenience sampling for this quantitative study. According to the findings, implementing these skills in classroom practices may be challenging due to the emphasis on academic achievement, the lack of clarity in defining 21st-century skills, the absence of practical guidance, and insufficient community awareness. Most of the participants (n = 13) stated that schools should be the primary source for students to acquire these skills and that they have sufficient training to help their students do so, although the modality of the training could be modified. While the participants claim to possess the necessary knowledge about technology use, they lack awareness of ICT literacy as a 21st-century skill. In light of the findings, the content they need to cover may be reduced, allowing them to allocate more time and effort to implementing 21st-century skills into classroom practices. In addition, the curriculum designers should increase the intensity of instructor-guided group and individual projects to ensure the implementation and acquisition of 21st-century skills.

The digital revolution has significant implications in education, but the use of ICT in school education is still at a moderate level. Lack of support, lack of teacher’s confidence and equipment constraints were among the problems highlighted. The DELIMa-Malaysian Ministry of Education (KPM) portal for the Malaysian school system has also not yet been fully utilized. Thus, this study emphasizes on transferring knowledge and technology to the teacher’s community through ICT intervention in a digital teaching and learning (T&amp;L) environment. The objectives of the study are to identify the requirements of the stakeholders, develop ICT infographic modules for intervention training; and evaluate the training effectiveness. The research methodology consists of four phases – requirements, design and development; implementation; and evaluation phases. This paper aim to discuss the results of the preliminary study conducted during the requirement phase to identify the challenges and needs of the schools’ teachers in the current digital teaching and learning. The study analyzed responses from 173 teachers in Selangor, Malaysia. The problems and needs of the teachers are identified where problem factors show that Internet access (32.94%), students’ participations (30.94%) and teachers’ ICT literacy competency (30.59%) are among the highest percentage. ICT educational tools required are ranked based on frequencies, namely: Canva (74), Google Classroom (59), Jamboard (39), Padlet (34), Kahoot (30), Quizizz (27). Based on the findings, infographic modules for Canva and Jamboard are developed, and an intervention of ICT training for teachers is conducted to enhance their ICT literacy. It is hoped that this study will increase the readiness and competence of teachers in the use of ICT for digital T&amp;L, improves their acceptance towards ICT and at the same time support the DELIMa-MOE initiatives in contributing a positive impact to Malaysia education system.

This study determined the level of Teachers’ ICT Literacy and the utilization of ICT in teaching Araling Panlipunan among teachers of Private Secondary Schools of Valencia City for the school year 2020. Specifically, this study sought to describe the respondents’ demographic profile in terms of; age, gender, marital status, years in teaching Social Studies/Araling Panlipunan, total teaching hours per week, and the available ICT Resources. Determine the ICT literacy of the respondents in terms of General Computer Usage and Online Communication. Find out to what extent they use ICT to teach Social Studies/ Araling Panlipunan. Determine the significant relationship between the teachers’ ICTliteracy level and their utilization of ICTs in teaching Social/Araling Panlipunan and to ascertain the significant difference in the teachers’ ICT level when group according to respondent’s age, gender, marital status, ICT years of teaching, teaching hours per week and available ICT resources? This study used a descriptive-correlation research method which was designed for the researchers to gather information about present existing conditions needed in the chosen field of the study. It was conducted among private schools of the municipality of Valencia City offering Junior and Senior High Schools for this school year 2019-2020; namely: Infant Jesus School of Bukidnon. Valencia Baptist Christian Academy, San Augustine Institute of Technology, IBA College of Mindanao, Philippine College Foundation, First Fruit Academy, Seventh Day Adventist, STI, AMA and Academy, and Valencia Colleges Incorporated. The respondents of the study are secondary school teachers of Private Schools teaching Social Studies/Araling Panlipunan in Junior and Senior high school. This study employed a purposive or take-all method. Descriptive statistics were employed in this study such as frequency count and percentage, weighted mean and standard deviation, Pearson r, and regression analysis were used. It was revealed in this study that the majority of respondents are females and the majority of them are singles. The majority of respondents have 4-10 years of teaching the majority of teacher respondents have 16-20 hours of teaching per week. There was a Very High Level in terms of hours per week and the Majority have their own personal laptop, a Very High level of ICT literacy in General Computer Usage and Online Communication. A Very High Extent in the Utilization of ICT in Teaching Araling Panlipunan. There was a Significant Relationship between teachers’ ICT literacy level and utilization in teaching Aaraling Panlipunan. Therefore, the null hypothesis is rejected. There was a significant difference in the teacher’s ICT level when grouped according to respondent’s age, gender, marital status, ICT years of teaching, teaching hours per week, and available ICT resources, therefore a statement of the null hypothesis is rejected.

Digital literacy is the knowledge to use digital media in carrying out work using digital literacy or communication tools and using them wisely according to their use in everyday life. Research objectives: 1. find out about digital literacy, 2. find out about the ability to use the IPOT application, 3. find out how much influence there is. The type of research is quantitative. The population is 143 and the sample is 42 where accidental sampling is used. Results and discussion, 1. students are not yet fully accustomed to digital literacy as a form of communication which is very useful for ways of adopting, getting used to or being able to adapt and get used to using technology as a digital device and especially as ICT-based media or intermediaries, 2. students' skills and lack of knowledge related to digital literacy.3. There is a very strong relationship, with an influence of 71.4% on information technology and hypothesis testing states that motivation has a positive and significant influence on performance. Conclusion: 1. The ICT literacy indicator with the statement item having the ability to use the internet including the World Wide Web (www) is the lowest answer. 2. The lowest answer from the variable ability to use the IPOT application is being able to analyze stock movements through the IPOT application contained in the knowledge indicator. 3. The influence that occurs between the two variables is 71.4% where the digital literacy variable greatly influences the ability to use an IPOT, 4. Make improvements to the evaluation carried out, especially those related to the findings from the respondents' answers. Suggestions: involve students in ICT training activities, prepare digital literacy facilities that can be used at any time, provide direct guidance in carrying out transactions, available information technology can be used quickly and easily, ICT is available, ICT training for all majors

The adoption of Electronic Health Records (EHRs) in healthcare systems has the potential to improve patient care, reduce turnaround times, and leverage secondary data for enhanced decision-making. Information technologies are increasingly being embraced in healthcare to promote accountability, efficiency, and service delivery. This study aimed to identify managerial and organizational factors influencing the implementation of EHRs in public health facilities in Machakos County, Kenya. A cross-sectional descriptive design was adopted, as it allows for the collection of data at a single point in time across a diverse population, making it suitable for identifying prevalent factors influencing EHR adoption without requiring longitudinal follow-up. The target population consisted of 424 healthcare providers, including management officers, ICT officers, and healthcare workers. Purposive sampling was used to select key informants with specific knowledge on EHR implementation, ensuring depth and relevance in qualitative insights. Stratified random sampling was applied to the broader population of healthcare providers to ensure representation across different cadres and facility levels, which enhances the generalizability of the findings. The combination of these sampling techniques helps reduce selection bias by ensuring both inclusivity and relevance. A total of 411 respondents were reached. Additionally, qualitative data were collected through interviews with eight key informants. Quantitative data were analyzed using SPSS, while NVivo was used for qualitative analysis. Chi-square tests were applied to determine statistical significance. The results indicated that adequate hardware and software infrastructure, ICT literacy, resource availability, capacity building, and strong leadership commitment were significant factors influencing successful EHR adoption. The study concluded that both organizational and managerial factors must be addressed to ensure effective EHR implementation. It recommends investment in infrastructure, capacity building, and leadership commitment as essential for EHR systems to improve patient outcomes and enhance operational efficiency.

Abstract Mathematics instruction requires interactive action technologies like dynamic geometry. Our research question was: What distinguishes mathematics teachers who use action software frequently from those who use general ICT technologies but action tools less often and those who use ICT technologies rarely? We examined Hungarian mathematics teachers’ attitudes toward ICT, perceived ICT literacy and pedagogical competence, and beliefs about the role of digital tools in mathematical problem-solving. We categorized 349 Hungarian mathematics teachers by ICT use using a Likert scale. Three groups were frequent action tool users, frequent general target tool users but infrequent action technique users, and infrequent ICT tool users. Infrequent technology users scored lowest in all categories. The only stable and significant difference between frequent action software users was their technology attitude.

Student participation remains a key challenge in blended learning (BL), particularly in the Faculty of Islamic Religion and Teacher Training and Education. Understanding students’ perceptions is essential to evaluate the effectiveness of BL and identify areas for enhancement. This study employed a quantitative, non-experimental survey design. Data were collected from 238 students at Universitas Islam Nusantara through an online questionnaire. Descriptive statistical methods were used to analyze the data and calculate mean scores across various dimensions of students’ perceptions. The findings indicate that students generally perceive blended learning positively, with an overall mean score of 3.45 on a 4-point scale. Flexibility was viewed favorably, while convenience received a moderate rating (mean score: 3.1). Students also reported high levels of ICT literacy, averaging 3.6. Despite these positive aspects, a notable proportion of students still preferred face-to-face learning, citing it as more effective and easier for active participation. The results suggest that while blended learning enhances flexibility and supports digital skill development, concerns about convenience and engagement persist. These findings highlight the need for improved instructional design and better support systems within BL environments. Blended learning is perceived as effective and beneficial, particularly in developing ICT literacy. However, to increase student participation and overall satisfaction, institutions should focus on improving the usability and interactivity of blended platforms, as well as providing targeted support to address learner preferences and challenges.

In contemporary education, information literacy is a key competence for both students and teachers. Digital skills can be enhanced and mastered through continuous professional development. Teachers' ICT skills also influence the quality of the educational process. They have more opportunities, options, and competencies to implement modern educational approaches, such as applying active learning methods. Active learning methods significantly aid in developing students' critical thinking. By fostering critical thinking, students become socially, economically, and politically capable individuals who can discern and evaluate the information presented by the mass media.