Background: The semester system, with its emphasis on continuous student assessment and learner-centred approaches, is the most widely used in higher education institutions worldwide. In Nepal, the semester system was introduced in the 1970s at Tribhuvan University, and many other universities, including Mid-West University, have since adopted it from the outset. However, little is known about the challenges encountered in its implementation in newly formed public universities in Nepal, particularly in remote regions. Objective: This study aims to explore the challenges encountered and coping strategies adopted in implementing the semester system at Mid-West University, Surkhet, Nepal, with the aim of contributing to the development of the educational system. Methods: This study used the narrative research method, in which five teachers and five students from five different graduate schools, including the Management, Humanities and Social Sciences, Education, Science and Technology, and Engineering, were selected through the purposeful sampling method. In-depth interviews were used as the primary means of data collection in November 2021, and the data were analyzed using Braun and Clarke’s six-phase thematic analysis. Findings: Five themes were identified, including curriculum-practice mismatch, infrastructure and resource constraints, ICT skills, time pressure, and adaptive self-reliance. Conclusion: This study concluded that implementing the semester system smoothly is affected by various challenges, including curriculum, infrastructure, technology, and assessment load, which need to be addressed in the overall development of the educational system. Novelty: This is the first study to explore the challenges of implementing the semester system and the coping strategies used to address them at Mid-West University, Nepal, in the Karnali province.

The paper examined the role of digital literacy in AI readiness among librarians in federal university libraries in Nigeria. The research was anchored on the Technological Pedagogical Content Knowledge Theory by Mishra and Koehler in 2006. The survey design was descriptive, and the study population comprises all the librarians working in university libraries in Nigeria. The census sampling technique was adopted, and an online questionnaire was used to collect data. The online questionnaire was administered to the librarians, and 315 completed it, and with that, the analysis was made. Findings revealed that librarians possessed a moderate level of digital literacy, with strengths in basic ICT skills, digital communication, and information retrieval, but lower proficiency in digital content creation and identity management. A moderate level of AI readiness was found among librarians due to a lack of institutional support and infrastructural facilities; however, librarians show stronger enthusiasm to learn. Additionally, there was a moderate to high level of self-directed adaptive strategies among librarians, such as skill upgrading and networking in reaction to the changes caused by AI. The test of hypothesis one showed a positive, moderate, and significant relationship between digital literacy and AI readiness among librarians. The regression model also had a significant statistical value, which means that digital literacy is a significant predictive variable of AI readiness. The authors recommended that university libraries and other stakeholders should invest in AI-relevant training and infrastructure that will make librarians better prepared and leaders in AI projects, etc.

The educational quality factors of the Bachelor's Degree in Hospitality Management at the Polytechnic Faculty of the National University of Asunción, San Lorenzo campus, and their effects on the employability of graduates from the 2018-2022 cohort were analyzed. The objective was to describe perceptions of educational quality management, identifying the degree of satisfaction of students, graduates, teachers, and employers with the training received. The methodological design was mixed, collecting data in 2024 through surveys based on the SERVPERF and Tuning models with Likert scale assessment, together with semi-structured interviews. The sample included students in their final semesters, graduates from 2018-2022, permanent teachers, and employers. The results conclude that there is general satisfaction among educational stakeholders with regard to infrastructure (classrooms and laboratories) and the attention received. Program content, knowledge, and teacher expertise were identified as key quality factors. Employers, for their part, highlighted ICT skills, continuous learning and updating, and teamwork as relevant competencies. These findings highlight the importance of aligning academic training with labor market demands in order to optimize the integration of graduates.

This study investigated the influence of teachers’ ICT skills on employability of students’ specializations in electrical installations and maintenance works in Nigeria using correlational research design. The study was guided by two research questions and two null hypotheses tested at .05 level of significance in the study. The study population consisted of 102 respondents, made up of teachers from technical colleges in Edo and Delta States. Since the total population of Electrical Installation and Maintenance Works teachers in Edo and Delta States owned technical colleges was relatively small and manageable (102), the study adopted a census sampling technique. Therefore, all Electrical and Electronic teachers in the technical colleges in Edo and Delta States were included in the study. Data were collected using a questionnaire titled Influence of Teachers’ ICT Skills on the Employability of Students’ Specialization in Electrical Installation and Maintenance Work. Analysis of the data involved mean, standard deviation, and linear regression analysis. The study revealed that basic computer literacy skill, internet and research skill, digital teaching skill, coding and programming skill, data analysis and management skill, and troubleshooting and maintenance skill are the information and communication technology skills required by technical college teachers for effective implementation of the Electrical Installation and Maintenance Works curriculum for employability in Edo and Delta States, Nigeria. Based on the findings, it was recommended among others that the management of technical colleges and curriculum developers should strengthen training programs that enhance teachers’ proficiency in advanced ICT tools such as simulation software, IoT-based systems, and multimedia instructional platforms. This will ensure that teachers can effectively integrate modern technologies into classroom and workshop instruction to improve students’ employability.

This study examines how mobile device usage influences the learning experiences, social–emotional development, and ICT skill acquisition of secondary school students in Madhya Pradesh. Using a mixed-methods research design, data were collected from 125 students enrolled in government boys’ higher secondary schools in the Bareli block of Raisen district. The findings indicate that mobile devices play a positive role in enhancing access to digital learning resources, encouraging independent learning, and strengthening essential ICT competencies. However, excessive and unregulated use also presents challenges, including distraction from academic activities, eye-related health issues, and unequal access to digital resources due to socio-economic disparities. The study highlights the need for balanced and guided mobile usage within educational settings. It recommends the integration of structured digital literacy programs, the promotion of responsible mobile use among students and parents, and policy interventions aimed at reducing the digital divide to ensure equitable learning opportunities.

his study explored the levels of teachers’ digital literacy, innovative practices, and instructional strategies among elementary school teachers in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study sought to determine the extent of teachers’ digital literacy in terms of basic ICT skills, information management, and online communication; assess the level of innovative teaching practices; and identify the instructional strategies commonly applied in classroom instruction. It also aimed to establish the relationship between teachers’ digital literacy and their innovative and instructional practices. The respondents were 365 elementary school teachers selected through total enumeration. Data were collected using a researcher-developed questionnaire that underwent expert validation and reliability testing. Descriptive statistical tools such as frequency, percentage, mean, and standard deviation were used to determine the levels of the variables, while Pearson Product-Moment Correlation was applied to identify significant relationships at the 0.05 level of significance. The findings revealed that teachers exhibited a high level of digital literacy, a high extent of innovative practices, and effective instructional strategies. Moreover, significant positive relationships were found between teachers’ digital literacy and innovative practices, as well as between digital literacy and instructional strategies. These results suggest that teachers with stronger digital competencies are more inclined to adopt innovative approaches and implement effective instructional strategies in the teaching–learning process. The study concludes that strengthening teachers’ digital literacy is vital in fostering innovation and improving instructional delivery. It is therefore recommended that school administrators and policymakers enhance continuous professional development programs that focus on digital competence and innovative pedagogy to sustain quality education in the digital age.

Abstract Despite the widespread integration of ICT into education, research linking students’ everyday ICT use to mathematics performance has yielded inconsistent results. A key gap in the existing literature is the limited attention to factors such as actual digital literacy and the specific purposes for which ICT is used. This study addresses this gap by examining the relationship between students’ performance in the International Computer and Information Literacy Study (ICILS) and their results in the national mathematics assessment. The analysis is based on data from 2309 students who participated in the national mathematics assessment in fifth grade and again took both the ICILS and the national mathematics assessment in eighth grade. A structural equation model incorporating the study variables explained 43% of the variance in students’ mathematics scores. After controlling for socioeconomic status (SES) and prior mathematics achievement, the findings indicate that digital literacy significantly contributes to mathematics performance. Specifically, students with higher ICILS scores at the beginning of the school year achieved better mathematics outcomes by the end. In contrast, the frequency of ICT use for study or social communication was not linked to digital literacy or improved mathematics performance. These findings suggest that enhancing students’ ICT skills is a promising strategy for improving mathematics performance. The study highlights that growing up with digital devices does not automatically equate to sophisticated digital skills. It supports the argument that the focus of the “digital divide” should shift toward differences in the development of digital skills, rather than merely access to technology.

Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience directly influence teaching processes and how older adults relate to technology. This study compares the digital competences, and ICT skills of 107 facilitators of digital literacy programs, classified into three groups: peer educators (PEERS), young students without gerontological training (YOS), and young gerontology specialists (YGS). A quantitative design was used. Statistical analyses included non-parametric tests (Kruskal–Wallis, Mann–Whitney, Kendall’s Tau) and parametric tests (ANOVA, t-tests), to examine associations between socio-demographic variables, the level of digital competence, and ICT skills for teachers (technological and pedagogical). The results show clear differences between profiles. YOS achieved the highest scores in digital competence, especially in problem-solving and tool handling. The YGS achieved a balanced profile, combining competent levels of digital skills with pedagogical strengths linked to their gerontological training. In contrast, PEERS recorded the lowest levels of digital competence, particularly in security and information management; nevertheless, their role remains relevant for fostering trust and closeness in training processes among people of the same age. It was also found that educational level is positively associated with digital competence in all three profiles, while age showed a negative relationship only among PEERS. The findings highlight the importance of creating targeted training courses focusing on digital, technological, and pedagogical skills to ensure effective, tailored teaching methods for older adults.

Digital transformation has increasingly reshaped Human Resource Management (HRM), positioning Electronic Human Resource Management (E-HRM) as a central driver of modern recruitment and selection effectiveness. This article presents a comprehensive qualitative systematic literature review of studies published mainly between 2015 and 2025 to examine how E-HRM enhances recruitment outcomes, with a particular focus on efficiency, transparency, and decision quality. The review synthesises empirical and conceptual evidence on the role of digital recruitment technologies, including online job portals, applicant tracking systems (ATS), automated screening tools, virtual interview platforms, and digital onboarding modules in addressing longstanding limitations inherent in traditional, paper-based hiring processes. The findings indicate that E-HRM substantially improves recruitment efficiency by automating repetitive administrative tasks, reducing paperwork, accelerating processing time, and enabling seamless communication with applicants. Additionally, E-HRM strengthens transparency and accountability through digital audit trails, standardised screening criteria, and traceable decision pathways that limit discretionary bias and promote fairness, especially within public-sector recruitment systems. The review further reveals that E-HRM enhances decision quality through structured, competency-based assessment tools, centralised candidate databases, consistent digital scoring templates, and analytics-enabled insights that support merit-based selection. However, despite its transformative potential, the study identifies persistent constraints including limited ICT skills among HR users, system usability challenges, infrastructure instability, data-governance weaknesses, and risks associated with algorithmic bias. The article concludes that E-HRM can significantly elevate organisational recruitment effectiveness, yet its success depends on holistic socio-technical alignment encompassing technology design, user capability, institutional culture, and governance mechanisms. The study provides practical, policy, and research recommendations to support sustainable and context-responsive E-HRM adoption across diverse organisational settings.

This phenomenological inquiry focused on the lived experiences of junior high school teachers in the implementation of ICT-integrated gamification in science classes. The study was conducted in public schools in the municipality of Kapalong, Division of Davao del Norte, involving 12 junior high school science teachers: 7 for focus group discussions and 5 for in-depth interviews. The data were analyzed through thematic analysis. Results revealed that implementing ICT-integrated gamification can increase students’ engagement; achieve better learning outcomes; gain confidence in teaching ICT; face technical issues; struggle with ICT skills and preparation; manage student inequality and distractions; and express a need for support. To cope with the challenges encountered in implementing ICT-integrated gamification in science classes, teachers sought help, adapted strategies, improved their ICT skills, managed resources, and remained resilient. Moreover, teachers' insights include the following: ICT gamification increases student engagement; gamification tools improve retention and understanding; implementation requires preparation and planning; ICT gamification encourages teaching innovation; limited access and infrastructure hinder use; and activities align better with lesson goals. The results of this study can raise awareness among all stakeholders in the academe, who, in turn, can help design appropriate interventions and policies associated with ICT-integrated gamification.

This study explored the effectiveness of integrating gamified learning activities in English subject using the gamified learning platforms Kahoot, Wordwall, and Quizizz. The study used a quasi-experimental design where 16 Grade 9 students of Panaosawon Integrated School were purposively selected and distributed into experimental and control groups. The experimental group was exposed to the gamification method, while the control group was taught using the conventional way. Furthermore, a qualitative research design was employed through an interview and focused group discussion with the respondents in the experimental group to note the learners’ views on the use of gamification. The pretests and posttests mean scores and T-test results revealed statistically a considerable difference in achievement of the experimental group over the controlled group, thus, favoring the experimental group. The data from student interviews and focused group discussion revealed that despite the challenges experienced by the respondents, such as technological issues, distracted learning focus, and less interaction between classmates and teacher, the students’ perception of integrating gamification as a teaching method was fun, enjoyable, innovative and accessible, and it helped them develop their ICT skills and academic performance towards the English subject. Moreover, pedagogical insights and implications are provided for English teachers and researchers in light of these findings.

This study examines variations in age-related changes in Korean adults’ skills, focusing on the role of ICT skill use. We estimated age-skill profiles from individual changes in literacy and numeracy skills using PIAAC data(1st & 2nd). Our analysis compare average age-related decline observed across OECD average is considerably steeper in Korea, where adults face higher risks in participation in adult education and experience an earlier onset of skill decline. Graphical analyses furthur show that the first-cycle curves consistently lie above those of the second cycle, indicating that the rate of decline in literacy and numeracy skills has accelerated in the more recent cycle. Regression models were estimated to find out ICT skill use can diminish spped of skill decline with aging. In Korea, among high ICT-use groups remains steeper slope than the OECD average. These findings suggest that lower initial skill levels, characteristics of the work environment, and limited opportunities for adult learning may jointly account for Korea’s sharper decline. The study highlights the need to strengthen lifelong learning systems and provide targeted support to help maintain basic skills and ICT competencies, particularly among middle-aged and older adults.

ICT takes a vital role in developing teaching-learning process, while adopting ICT tools there is still a space between the teachers and the modern tools. The use of ICTs in teaching learning process enhances the performances of the students, helps in designing instructional material then improved collaboration and connection between the teachers and students. Having attitude towards ICT has become the need of the hour to address the need of the society. The study employed descriptive method of research. Population of the study comprises of 100 student teachers, with 50 each from government and private institutes, selected through simple random sampling. A personal demographic scheduled and a standardised questionnaire Information Communication Technology Attitude Scale (ICTAS-GM, 2022), developed by Manmohan Gupta, was employed to measure ICT Attitude of the student teachers. The present study employed descriptive and inferential statistics for data analysis and interpretation. The scale is found to be reliable at 0.86 (Cronbach alpha), indicating it is fit to use for the study. The study focuses on to find out the level of Attitude Towards ICT present in the student teachers of teacher training institute of Manipur; to find out the whether there exists significant difference in the Attitude Towards ICT of the student teachers with reference to gender variation, management of institute, rural and urban and marital status variations. It is found that a majority of student teachers demonstrated a favourable attitude towards ICT. Only a negligible number of student teachers has low attitude; there is no significant difference with regards to the gender, government and private institute, residential area and marital status variations. It concluded that having ICT skill and a positive attitude towards its use are significant. Integration of ICT in teaching-learning process and readiness is utmost significant to address the demands of the society.

The ability to effectively navigate the digital world and promote responsible digital citizenship among distance learners is crucial for educators. Digital citizenship refers to standards of behavior when using technology. Present study was conducted to investigate the perceived knowledge of postgraduate students on digital citizenship literacy. The study was quantitative in nature which used survey method. The study was based on the digital citizenship framework of Ribble and Park (2022). The tool was developed under three scales of this framework a) collaboration with others, b) respect for oneself and others, and c) keeping themselves and others safe. Under these three scales, there were nine dimensions of digital citizenship literacy. Population comprised of postgraduate students who were studying at Allama Iqbal Open University in district Muzaffarabad AJK. The sample of this research study was 370 which was drawn using random sampling technique. Major findings of the study revealed that students had good perceived knowledge of digital citizenship literacy in all three scales of Ribble’s framework (perceived knowledge in collaboration-related areas, including digital literacy, ICT skills, communication, and online commerce). Respondents demonstrated adequate awareness of keeping themselves and others safe, especially in digital health, safety practices, and online security measures. It is concluded that study revealed that postgraduate students had ample amount of awareness on digital citizenship literacy (etiquette, law, online commerce, and communication, digital health, safety, security practices etc.). Based upon results of relatively low mean score in perceived knowledge in digital access and literacy dimensions, it’s recommended to deliver targeted educational interventions by stakeholders of digital learning environments.

Influence of principals’ role, teachers’ ICT skills, and infrastructure management on quality of education

The rapid growth of digital technology has driven significant transformations in the labor market, marked by the emergence of the gig economy. While offering flexibility, gig workers is often accompanied by legal uncertainties and a lack of social protection, raising concerns about worker welfare. This study aims to identify the factors influencing gig workers' wages in Indonesia from economic, social, and digital perspectives. The analysis uses panel data from 34 provinces over the 2018–2023 period, sourced from BPS. The analytical method employed is the fixed effect model, corrected using the seemingly unrelated regression approach to address issues of heteroskedasticity and inter-regional correlation. The results show that inflation, human development index, open unemployment rate, ICT readiness, and ICT intensity significantly affect gig workers’ wages. ICT readiness has a positive impact, whereas the ICT intensity has a negative effect on wages. Meanwhile, ICT skills do not show a significant influence. This study highlights the need for inclusive digital policies and strengthened worker bargaining power to build a sustainable gig economy ecosystem.

This study investigated the effectiveness of the 3S (Scan, Send, and Save) method as a supplemental approach in maintaining SBM records at Noli National High School, Noli, Bayugan City. Specifically, it examined the method’s impact on accuracy of records, accessibility of information, efficiency of documentation processes, and data security/preservation, explored teachers’ and administrators’ perceptions of its usefulness, identified challenges in implementation, and analyzed the relationship between respondents’ demographic profiles and their assessment of the method. Data were collected from 54 purposively selected respondents using a researcher-designed survey questionnaire, interviews, and an observation checklist. Results showed that the 3S method was highly effective in improving accuracy of records (WM=4.35) and accessibility of information (WM=4.22), moderately effective in efficiency (WM=4.10) and data security/preservation (WM=4.05) and positively perceived overall. Correlation analysis indicated that ICT literacy had a moderate positive relationship (r=0.43, p<0.01) with perceived effectiveness, while years of service had a weak positive correlation (r=0.28, p<0.05), and position was not significant (r=0.12, p>0.05). Challenges included variation in ICT skills, inconsistent equipment availability, and lapses in archiving procedures. The study concludes that the 3S method is a promising supplemental strategy for SBM record management and recommends targeted training, standardized procedures, equipment support, monitoring, and further research to enhance its implementation.

Abstract Despite the growing importance of ICT skills, little is known about how structural contexts are associated with cross-national differences in adults’ ICT proficiency. Using PIAAC data linked with macro-indicators for 19 European countries, the authors examine five contextual domains: ICT infrastructure, ICT services, adult education, labor market demand, and gender inequality. Multilevel analyses show that ICT infrastructure and skill demand are most strongly associated with proficiency. Adult education is linked mainly to higher proficiency among the highly educated, while ICT services and gender inequality show no consistent associations. Contextual influences are stratified: less-educated adults benefit most in contexts of high skill demand, whereas highly educated adults are more strongly associated with adult education systems. These findings identify structural conditions linked to digital skill disparities and inform inclusive digital policy.

The demand for the incorporation of Educational Technology (EdTech) into the modern 2-level schooling has become essential and permits facilitating the learning procedures, communication with students, and evaluation. Despite the fact that its significance is rising, it needs effective implementation that is based on a variety of interrelated factors like teacher digital competencies, availability of resources, school administration support, attitude of the teacher and ICT training. The purpose behind this study was to examine the effects of Education technology integration on teaching in secondary schools, as well as to determine how various predictors affect instructional performance, student motivation, and assessment performance in secondary schools directly and indirectly. The quantitative research design used was by providing a questionnaire, whereby secondary school teachers were administered a structured questionnaire. Data analysis was done in accordance with normality tests, reliability and validity tests, Pearson correlation, regression analysis and group comparison tests (t-tests, ANOVA, Kruskal-Wallis Wallis and Chi-Square). The reliability of all the instruments was high because all the reliability values were above 0.87, KMO was found to be 0.89, Bartlett was significant and the test. The results achieved have reflected that there was a strong positive correlation between the variables of EdTech. The attitudes of teachers were found to be the most predictive of instructional effectiveness, followed by resource availability and digital competency. The group comparisons tests depicted that there existed great differences in terms of gender, teaching experience, age groups and types of schools. EdTech integration positively influenced all dependent variables in terms of instructional effectiveness, student engagement and in terms of assessment efficiency. The paper concludes with an analysis which demonstrates that the practical implementation of EdTech is of great value to the teaching practice in the secondary school. The success of the implementation is not only predetermined by access to the technologies but also by the digital proficiency of the teacher, his/her attitude to motivation, a positive approach to leadership, and the quality of instruction in skills of ICT skills. The development of a holistic EdTech environment would significantly reconstitute the pedagogical and educative outcomes. In order to result in the greatest positive changes, EdTech schools need to involve training of teachers, equal access to technology and policies that help facilitate the former. The educational leaders must also come up with training programs that would satisfy the teachers and ensure that they offer the same support within the classrooms, as far as technology is concerned.

The Project Extension for Community Health Care Outcomes (Project ECHO) is a renowned collaborative model of medical education and care management. This model enhances the capabilities of primary care providers through telementoring, providing a promising and cost-effective approach to augmenting healthcare professionals' knowledge. Participation in weekly ECHO sessions often falls short of expectations despite its benefits. This study examined the personal factors that influence Tanzanian nurses' engagement with Project ECHO. We conducted a cross-sectional study involving 450 nurses from 42 primary healthcare facilities in Dar es Salaam, Tanzania. A standardised questionnaire served as the data collection tool. Descriptive analysis was performed to calculate means, frequencies and percentages for socio-demographic variables and the level of participation of nurses. Bivariate and multivariate logistic regression were used to test the association between the level of participation of nurses in ECHO sessions and their socio-demographic factors. Only 36% (n = 162) of 450 nurses attended at least two ECHO sessions (median 2, IQR 1-2). Paediatric ECHO sessions had the highest attendance (43.8%, n = 71). Ease of computer use (AOR = 1.95, p = 0.015) and ICT self-motivation (AOR = 2.08, p = 0.003) significantly increased attendance. A majority (58%) lacked personal computers. Surprisingly, adequate ICT skills lowered the likelihood of attending at least two sessions (AOR = 0.37, p < 0.001). The study found low participation of nurses in ECHO sessions, with paediatric ECHO sessions showing the highest engagement. Comfort with online format and ease of instructions motivated attendance, while computer proficiency and ICT motivation were positive predictors. Surprisingly, adequate ICT skills correlated with lower participation. Enhancing basic computer literacy and ICT motivation is crucial for improved engagement. Future research should explore reasons for lower participation among digitally skilled nurses and tailor session content accordingly.