Technology Proficiency Research Articles

The Effectiveness of Digital Learning Platforms in Enhancing Student Engagement and Academic Performance

This review explores the factors influencing the effectiveness of digital learning platforms (DLPs) in enhancing student engagement and academic performance. It identifies key factors such as technological infrastructure, the role of instructors, and student characteristics, which significantly impact the effectiveness of DLPs. Technological infrastructure, including platform availability, network connectivity, and device requirements, plays a crucial role in ensuring accessibility and usability. The instructor's role in adopting active teaching strategies and providing personalized support is also essential for maximizing student success in digital learning environments. Furthermore, student characteristics such as prior knowledge, learning preferences, and technological proficiency influence their ability to engage with and benefit from DLPs. The review presents evidence from empirical studies, case studies, and meta-analyses that demonstrate the positive impact of digital platforms on student engagement and academic outcomes, particularly in blended learning environments. The discussion emphasizes the importance of personalized learning and the need for further research in areas such as cross-cultural comparisons, long-term effectiveness, and equity in access to technology. Recommendations for higher education institutions to optimize the use of DLPs and ensure equitable access for all students are also provided.

Navigating Career Paths in a Remote World: The Influence of Work from Home on Employee Advancement and Organizational Support

This study investigates the impact of Work from Home (WFH) on career advancement among IT professionals, emphasizing intermediary aspects that affect progression in Work from Home environments. As WFH gains prominence, it is crucial to comprehend its influence on fundamental career facilitators, including Social Capital, Organizational Support, Leader-Member Exchange (LMX) Quality, Work Visibility, Work-Life Balance, and Technology Proficiency. This study employs a quantitative survey of 612 remote IT professionals in Karnataka, India, to evaluate how these characteristics moderate the association between remote management and career advancement. Findings demonstrate that WFH exerts both beneficial and detrimental impacts on career-enabling characteristics. WFH enhances work-life equilibrium and technological competence, enabling employees to flexibly manage duties and develop digital skills vital for contemporary positions. Nonetheless, WFH diminishes social capital, LMX quality, and job visibility, which may impede career progression due to diminished informal networking, restricted supervisor engagement, and decreased organizational acknowledgment. These findings underscore the necessity for focused organizational measures to facilitate career advancement in remote environments. Organizations ought to create virtual mentorship initiatives, tools that enhance visibility, and structured feedback systems to tackle the distinct issues faced by remote employees and optimize their career potential. This research enhances the current literature by pinpointing practical strategies that promote career advancement in Work from Home settings, providing significant insights for both scholars and companies adjusting to the changing workplace dynamics.

Factors Influencing the Use of Mobile Applications for Driving Rehabilitation After Stroke: Exploring the Perspectives of Occupational Therapists

This study describes factors influencing occupational therapists’ implementation of mobile applications into driving rehabilitation post-stroke. A qualitative descriptive design was used to analyze interview data from twenty (n = 20) occupational therapists working in stroke rehabilitation. Key factors include awareness of emerging applications, workplace technology policies, patient impairment levels and technological proficiency, and the involvement of caregivers in patient training. The ability to observe cognitive-perceptual abilities when utilizing mobile applications provided key insights into patient progress. Further investigation is necessary to explore methods for remotely monitoring outcomes in driving rehabilitation.

Factors influencing elderly coping with social challenges in Thailand's aging society

Thailand is facing a rapidly aging population, presenting numerous social challenges for the elderly that necessitate effective coping mechanisms to sustain their well-being. This study investigates factors influencing their ability to cope with aging-related challenges and the mechanisms driving their adaptation. A total of 330 participants aged 60 years and older were surveyed. Data analysis involved descriptive statistics, confirmatory factor analysis, structural equation modeling with AMOS, and path analysis. Qualitative data were collected through in-depth interviews and focus group discussions, with participants divided into three age groups: 60-69, 70-79, and 80+. Content analysis was applied to the qualitative data. Findings revealed that cooperation and societal support had the highest factor loading (0.809), while technological proficiency had the lowest (0.513). The structural equation model showed a high coefficient of determination (R² = 85%) for adaptation. The results underscore that adaptability is a key factor in coping with aging challenges, enabling physical and mental adjustment. Enhancing technological skills and promoting government policies and sector collaboration are vital for improving quality of life and readiness to address Thailand’s transition to a super-aged society.

Perception Of The Students Regarding The Advent Of New Learning Methods Compared To The Traditional Ones

The educational landscape is continuously evolving with the integration of new technologies and methodologies into traditional learning environments. This study aims to explore the perception of students regarding the advent of new learning methods in comparison to traditional ones. Through a mixed-methods approach, including surveys and interviews, data was collected from a diverse sample of students across different educational levels. Initial findings suggest that students generally exhibit a positive attitude towards the incorporation of new learning methods, citing benefits such as increased engagement, interactivity, and flexibility. However, there is also a notable preference for certain traditional methods, particularly in subjects where hands-on experience and direct interaction with instructors are deemed essential. Furthermore, the study identifies various factors influencing students' perception, including personal learning styles, technological proficiency, and cultural backgrounds. Additionally, the role of educators in facilitating the transition towards new learning methods is highlighted as crucial

Pembentukan Karakter Integritas dan Nilai-Nilai Cinta Tanah Air Melalui Sosialisasi Pendidikan Dini Antikorupsi

Introduction: Corruption in Indonesia is increasingly pervasive, prompting the President to declare a war on corruption. Anti-corruption education plays a crucial role in combating this issue. One effective strategy is to engage Gen Z in anti-corruption efforts, leveraging their ability to rapidly disseminate information through online platforms, which can significantly contribute to preventing and eradicating corruption as a form of love for Indonesia's homeland.Purposes of Devotion: To enhance and motivate students to participate in anti-corruption efforts in alignment with the characteristics and strengths of Gen Z. Method of Devotion: The initiative involves in-person sessions with speakers, followed by interactive discussions where participants have the opportunity to ask questions about the role of Gen Z in combating corruption, tailored to their specific characteristics and advantages.Results of the Devotion: Students at SMP Negeri 27 Maluku Tengah gained a deeper understanding of the importance of anti-corruption education in shaping anti-corruption character and became more engaged in anti-corruption efforts. The creativity and innovation of Gen Z students, coupled with their proficiency in communication and information technology, position them as key players in preventing and addressing corruption. Their ability to swiftly spread information via online platforms, such as social media, can be harnessed to advocate for integrity and transparency in government and public institutions. Educational initiatives, empowerment, and support for anti-corruption efforts can further strengthen the positive role of Gen Z in promoting societal integrity and welfare.

The impact of project-based learning on 21st century skill development of vocational engineering students: A systematic literature review

This study conducts a systematic literature review to evaluate the impact of Project-based Learning (PjBL) to vocational education and its effects on developing 21st-century skills. Utilizing the PRISMA framework, the study analyzes 21 articles from an initial pool of 1,036 papers from Scopus and Google Scholar databases. The included literature consists of articles published within the last five years (2019-2024) and systematically examines the findings from relevant studies. The analysis results demonstrate that PjBL is crucial in preparing students for a dynamic, technology-driven workforce by enhancing skills such as learning and innovation, information, media, technology, and life and career skills. Despite challenges in implementing PjBL, such as insufficient technological proficiency, inadequate resources, and misaligned curricula, PjBL offers opportunities to develop more effective pedagogical approaches aligned with industry needs. The study emphasizes the importance of collaboration between educators, policymakers, and industry stakeholders to address these challenges and improve vocational education quality. Additionally, the study identifies the need for further research to bridge existing gaps, particularly in developing information, media, and technology skills. Therefore, PjBL is a potential method for equipping students with essential skills for the ever-evolving job market.

Gamification and Immersive Experiences: A Gamified Approach for Promoting Active Aging

With the global population of individuals aged 60 and above steadily increasing, the need for effective and realistic solutions to promote healthy aging has become imperative. Leveraging the potential of serious games, gamification, and immersive technologies, this study focuses on developing and implementing a practical and tailored gamified platform to foster active aging in older adults. This platform was designed to incorporate game elements such as points, badges, levels, rankings, achievements, and immersive 360-degree images to provide a realistic and captivating user experience. Six distinct games and challenges have been developed through an extensive and iterative design process, each carefully calibrated to accommodate the aging population’s diverse cognitive abilities and interests. By combining the engagement-enhancing features of gamification with the immersive realism of 360-degree images, our platform offers a gamified and immersive solution for older adults. The gamified experiences are enjoyable and directly target cognitive functions, enhancing memory, attention, and problem-solving skills. The platform’s design has been refined through user feedback and usability testing, ensuring its relevance and effectiveness in real-life scenarios. The outcomes of this research shed light on a practical approach to active aging, emphasizing the importance of incorporating gaming experiences to engage and stimulate older adults. This study provides insights for the design and implementation of future interventions aimed at promoting digital literacy and technological proficiency among older populations, ultimately contributing to their active and fulfilling participation in the digital age.

The COOL e-Research and Researcher Development Experiences: A Mentor and Mentee Perspective

As information and communication technologies (ICTs) continue to advance, research projects and processes increasingly adopt ICTs, and terms like ‘e-research’ gain popularity. However, disparities in access to ICTs and users’ technology proficiency affect the adoption of e-research technologies. Despite these constraints, the COVID-19 pandemic forced many researchers (including postgraduate students), in diverse and unequal contexts, to take their research activities online. This paper reports on the ‘e-research’ experiences of the principal investigator, a research mentor and a researcher after the adoption of ICTs during the pandemic. This research took place in the context of the Cases on Open Learning (COOL) research project, commissioned by, and conducted jointly with, the Department of Higher Education (DHET) in South Africa. This was a multi-researcher (10 researchers located across the country, with varying degrees of research experience), multi-site qualitative social science research that took the form of 15 case studies, conducted across seven technical and vocational education and training colleges, six universities, two DHET sites, and a desktop study. The national lockdowns that were announced shortly after our first and only face-to-face project meeting forced us to conduct all aspects of the project entirely online. We used the Google suite for collaboration and Zoom for COOL team building, researcher knowledge and skills development sessions, and online interviews conducted by the researchers. WhatsApp played a dual role – supporting ongoing communication within the research group, and as a data collection tool. The paper highlights our experiences on what it meant to be part of a research team, as well as the opportunities and challenges of conducting research of this nature. It shed light on the COOL team building and researcher development strategies. Drawing on insights from our experiences, we recommend that higher education institutions (HEIs) develop both technical and human-oriented guidelines for conducting e-research. This paper could provide insights for independent researchers, postgraduate students, principal investigators, and supervisors considering a cohort-supervision model, comprising diverse students, who may be in dispersed geographical locations.

Zoom dysmorphia in medical students: the role of dysmorphic concern and self-efficacy in online environments amidst COVID-19 pandemic.

Amid the COVID-19 pandemic, students increasingly used online platforms with webcams, leading to a phenomenon known as Zoom dysmorphia, where users felt discomfort regarding their appearance. This study aimed to explore how students' self-efficacy and dysmorphic concern influence zoom dysmorphia. This cross-sectional correlational study was conducted in 2021-2022 at Jahrom University of Medical Sciences, IRAN. The study employed three questionnaires: Zoom dysmorphia (31-items), Self-efficacy (17-items), and Dysmorphic Concern (7-items). Data collection was done using an online questionnaire, and the sample size was estimated at 250 based on Cochran's formula. Questionnaires were sent through students' emails and randomly stratified across different faculties. The data were analyzed using IBM SPSS Statistics (Version 24), utilizing one-sample t-tests, independent groups t-tests, ANOVA, Pearson's correlation, and linear regression techniques. Out of the 250 online questionnaires distributed, 179 participants completed them fully. The overall mean score for Zoom Dysmorphia was 65.93 ± 24.82, indicating a moderate level. Students exhibited a moderate level of self-efficacy (57.70 ± 11.75), while the dysmorphic concern score had a mean of 6.26 ± 9.74, lower than the cut-off point. The strongest correlations with the total score of zoom dysmorphia and its subscales were found with metacognitive control strategies (r = 0.95), Coalition of thought (r = 0.91), positive and negative metacognitive beliefs (r = 0.89), and Safety behaviors (r = 0.77). Self-efficacy had a reducing effect as a predictor on zoom dysmorphia (r = 0.26), while dysmorphic concern had a positive correlation and an increasing effect on zoom dysmorphia (r = 0.74). Gender and field of study did not show a relationship with zoom dysmorphia (p > 0.05). The moderating variable of self-efficacy had a diminishing effect on the impact of dysmorphic concern on zoom dysmorphia. While it is important to improve technological proficiency and self-efficacy, addressing dysmorphic concern through cognitive interventions and psychological support is crucial in managing zoom dysmorphia.

Exploring the impact of device ownership, usage patterns, and technology proficiency on mobile learning among higher education students: a multi-faceted study

This study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency.

Analytical skills for accounting students in a data-driven job market: Australian evidence

Purpose The purpose of this study is to investigate the essential analytical skills required by accounting students to succeed in a rapidly evolving data-driven job market. Specifically, the study explores the role of data analytics, visualisation and software proficiency (e.g. Excel, Power BI) in the contemporary Australian accounting industry. The scope extends to providing recommendations for academia, professional bodies and employers on how accounting education can better align with the dynamic needs of the business environment by integrating these skills into curricula and professional development programmes. Design/methodology/approach Data was collected from Australian job listings incorporating accounting and data analytics tasks from popular job advertisement websites such as Seek, Indeed and Monster. Using the keyword “Data Analyst”, information was gathered on skills demanded, technology proficiency, industry sectors, professional qualifications and salary expectations. The data set comprised 73 observations across various job requirements and characteristics variables. Findings Critical analytical skills sought by accounting professionals in the current job market include extracting insights from big data, solving complex business problems, effective communication and data visualisation. Proficiency in tools like Microsoft Excel, SQL and Power BI is paramount. Originality/value This study enriches the literature by providing comprehensive insights into the contemporary demands for accounting analytics skills. It highlights the importance of integrating technology into accounting education and the varying skill requirements across industries. Additionally, it offers implications for professional qualifications and underscores the necessity for continuous monitoring and adaptation of accounting curricula to meet evolving industry needs.

Roles of Personal Values and Information Technology Usage in Forming the University Students’ View of Environmental Sustainability: A Preliminary Regional Study of Economics and Business Students

This study focuses on two significant factors shaping university students’ perception of environmental sustainability. Those are (a) personal values, measured by the Portrait Values Questionnaire (PVQ) and (b) the usage of and proficiency in information technology. Personal values have been widely used to analyze individual perspectives toward various issues, including environmental ones. As contemporary social arrangements include significant influences from social networks and mobile phone usage, overall engagement with technology becomes an essential factor affecting university student attitudes and behaviors. While the individual impact of those factors can be found in the extant literature, we look into their interaction concerning university student pro-environmental attitudes, measured by the Revised NEP (New Ecological Paradigm) Scale, and their environmental self-efficacy. Our sample comes from the population of undergraduate business and economics students from Central and Southeast Europe, specifically Slovenia, Croatia, Bosnia and Herzegovina, Serbia, and Montenegro. We discuss our findings in the context of previous studies from the same regions and consider the unique socio-economic factors. The research results address Sustainable Development Goals 4 (quality education), 12 (responsible consumption and production), and 13 (climate action) by analyzing the factors contributing to university student pro-environmental attitudes and their self-efficacy in the context of their information technology usage and proficiency.

College Teachers’ Informatization-Based Teaching Ability and Performance

Teachers' informatization teaching ability is vital for integrating modern technology with educational practices, especially as technologies continue to evolve. These skills are critical for advancing the modernization of education and improving teaching quality, particularly in higher education. National policies in China, such as the "Education Informatization 2.0 Action Plan," highlight the importance of enhancing teachers' technological capabilities to meet the challenges of contemporary education. Focusing on the informatization teaching abilities of college teachers in Hunan Province, this research employed a descriptive quantitative method, gathering data from students and teachers at five universities. Significantly low to no correlation was shown between students' evaluations of teachers' technological proficiency and teachers' self-efficacy, though other factors, including in pedagogical strategies and digital resource integration, did not show significant relationships. Although college teachers have acquired basic informatization teaching skills, there remains room for improvement in areas like teaching implementation and evaluation. To address these gaps, targeted training programs, collaborative skill development initiatives, and up-to-date professional development aligned with technological advancements are recommended as strengthening these areas is essential for enhancing teachers' informatization capabilities and supporting the ongoing modernization of higher education in China.

From face-to-face to screen-to-screen: exploring the multifaceted dimensions of digital mental health care.

With the onset of the COVID-19 pandemic, the world witnessed an unprecedented surge in the adoption of digital platforms across various sectors, including mental health care. In countries such as Pakistan, where traditional face-to-face therapy practices hold social and cultural significance, transitioning to digital therapeutic methods presents a range of unique opportunities and challenges. This research aimed to explore the dynamics, implications, and perceptions surrounding digital therapeutic care within the Pakistani sociocultural context. Given the paucity of literature on this subject in the Pakistani context, this study aims to bridge the evidence gap between trends in digital therapy and localized practices. The main goal was to understand the benefits, issues, and challenges therapists and clients face when adopting digital modes for therapeutic care. For this study, primary data was gathered from counsellors and therapists using a qualitative in-depth interview guide. Using a thematic analysis approach, key themes were derived from the interviews that provided insights into the experiences and perceptions of the participants. The study revealed that digital platforms have great potential in breaking down geographical barriers making therapeutic interventions more accessible to a wider demographic. This increased accessibility also brought about a level of comfort for clients as they could access therapy from their familiar surroundings. Among the challenges that needed attention, security and confidentiality stood out, requiring strict measures to safeguard client's data. The shift also brought to light the diverse range of feedback from clients, which was influenced by factors like age and technological proficiency. Moreover, the digital transition posed challenges for both therapists and clients, with many facing an adjustment period as they transitioned from face-to-face to online sessions. One significant challenge was the perceived difficulty in fostering a deep interpersonal connection in a virtual environment. This was further compounded by the need for therapists to modify traditional therapeutic techniques to fit the online mode. The study underscores the evolving nature of digital therapy in Pakistan, setting a foundation for further exploration in aligning technology with therapeutic needs, ensuring optimal benefits for clients while preserving the sanctity and efficacy of the therapeutic relationship.

PROFESSIONAL COMPETENCE ISSUES OF THE FUTURE LANGUAGE TEACHER

The evolving landscape of education necessitates that future language teachers possess a multifaceted set of competencies. This article examines the professional competence issues faced by these educators, emphasizing technological proficiency, intercultural competence, pedagogical adaptability, and the importance of continuous professional development. It explores the challenges inherent in integrating digital tools, addressing diverse learner needs, and maintaining ongoing professional growth. The discussion culminates in recommendations for enhancing teacher training programs to better equip future language teachers for the demands of modern education.

Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs

Abstract Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration. Purpose: This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices. Methods: A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis. Results: The synthesis of findings from the literature review highlighted the knowledge base of teachers’ professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers’ competencies and their implications for instructional practices. Discussion: The implications of the study’s findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes. Limitations: Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed. Conclusions: In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age.

Implementasi Digitalisasi Kurikulum Merdeka Di SD Negeri 3 Tenggeles Kudus Dengan Media Canva Sebagai Pengabdian Kuliah Kerja Nyata

One of the villages in Kudus Regency's Mejobo District, Tenggeles, is seeing an increase in its productive generation. Equipped with this insight, the team responsible for implementing the activity decided to promote the potential of the community in the field of education, particularly at SD Negeri 3 Tenggeles. Student empowerment at SD Negeri 3 Tenggeles will be carried out through the deployment of Independent Curriculum digitalization with Canva media. This program's primary goal is to raise awareness of the value of digital technology proficiency for future acquisition of other soft skills. The sixth graders at SD Negeri 3 Tenggeles are the program's target audience; they can be thought of as a high class that is prepared to advance to the next grade level by receiving further knowledge. Training and accompanying strategies are used in the implementation of this program. The procedure begins with the introduction of Canva and the material presentation. Next, the design team collaborates with the team implementing the activity, and finally, the work is presented in front of the class. As a result of this program's adoption, kids' creativity is being encouraged and their teamwork skills are improving.

The evolution of marketing research in the context of digital transformation of society

Marketing research’s relevance in digital transformation is paramount for ensuring business process efficiency. The article aims to analyse the impact of new digital tools on marketing research, identify the main advantages of these methods, and develop recommendations for their optimisation. The methodology involves a comprehensive approach, which includes analysing the experience of international companies, assessing the market, and the practice of applying the latest technologies in marketing research. The results revealed that using big data and social media analytics increases the accuracy and efficiency of marketing campaigns. The article highlights the need to adapt digital approaches to market specifics and consumer needs. The study results indicate that the revenues of the marketing research industry significantly influenced global GDP from 2009 to 2022, with the most substantial impact observed in North America and the weakest in Latin America. The practical significance lies in integrating modern technologies into the marketing research process, which requires marketers to have high technological proficiency. The article outlines the role of data privacy, which demands a responsible approach to information from companies. Several recommended measures are provided to improve marketing research, implement personalised strategies, and enhance staff qualifications. The prospects for further research include developing comprehensive programs that enable the effective use of digital technologies in marketing research.

Technology Adaption in Distance Teacher Training: The Impact of Demographic Factors on Learners’ Technology Adaption

Understanding how demographic characteristics influence students' technology adaptation is crucial for effective online learning. This study explored the impact of these characteristics on distance education (DE) students' technology adaptation at a sub-Saharan African university. Using a descriptive survey design with a high-reliability score (Cronbach’s Alpha = 0.898), data were collected from 200 DE students across 14 study centres. The study tested seven hypotheses, employing statistical analyses like ANOVA, t-tests, and post hoc tests. Results revealed that while gender and employment status did not significantly affect technology adaptation, age, academic programme, academic level, and study centre did. Students aged 26-35 adapted better, with those in Mathematics and English programs showing higher adaptation scores compared to those in the Postgraduate Diploma in Education (PGDE) program. Additionally, higher-level students and those from well-resourced study centres demonstrated superior adaptability. The study suggests providing targeted support based on age, academic programme, and study centre resources to enhance technology adaptation in DE. To further improve students' technology proficiency, the study recommends that DE institutions offer regular training sessions and workshops to help students navigate online platforms, use digital libraries, and maximize productivity tools.