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Abstract
This study seeks to development and validate the Digital Literacy Scale (DLS) tailored for English teachers in Chinese universities, providing a robust tool for assessing their digital literacy. Amid the ongoing digital transformation of education, faculty digital literacy has become a cornerstone for driving the digitization of higher education, enhancing the quality of teaching, and fostering a digitally empowered society. Despite its importance, existing research predominantly focuses on conceptual frameworks and theoretical analyses. Crucially, there remains a notable paucity of studies that integrate digital literacy into subject-specific contexts, such as English education, or that rigorously validate assessment tools designed specifically for English teachers in Chinese universities. To address this measurement lacuna, data were gathered from a cohort of 541 English teachers at Chinese universities (Nmale = 127; Nfemale = 414) and analyzed using confirmatory factor analysis (CFA) to evaluate the proposed measurement model. The CFA results demonstrate that the DLS exhibits robust psychometric properties. Additionally, the average digital literacy score among English teachers at Chinese universities was 4.79 (SD = .73), indicating a relatively high level of digital proficiency within this cohort. This study further discusses the implications of utilizing the DLS as a reliable tool for assessing digital literacy in this academic context.
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The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers’ intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.
Purpose
This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.
Design/methodology/approach
This study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.
Findings
The literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.
Research limitations/implications
This conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.
Practical implications
This research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.
Social implications
This research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.
Originality/value
This research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.
This study investigates the integration of digital literacy into higher education curricula, focusing on its impact at Online Women University. The introduction delineates the importance of digital literacy in preparing students for success in the digital era. The study aims to explore the implications of digital literacy integration, encompassing student perceptions, experiences, and technology usage patterns. Methodologically, a cross-sectional research design was employed, with data collected from 150 participants, including students and lecturers, using convenience sampling. Surveys were administered to capture insights into digital literacy, technology usage, and educational experiences. Both descriptive and inferential analyses, including frequencies, percentages, ANOVA, chi-square tests, and regression analysis, were conducted to discern relationships and patterns. Results indicate varying levels of digital literacy integration across faculties, with notable differences in technology usage and perceived empowerment through digital literacy. Notably, the mean score for post-test digital literacy skills increased significantly compared to pre-test scores. The study also reveals high confidence levels in using digital tools for academic purposes among students, influenced by factors such as experience and training. In conclusion, the findings underscore the importance of integrating digital literacy into higher education curricula. They highlight the need for ongoing support and training to enhance digital literacy skills among students and educators. Despite limitations such as convenience sampling, the study contributes valuable insights into the role of digital literacy in academia, emphasizing its significance in preparing students for the digital challenges of the future.
There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China’s seeking greater Sino–foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years. However, most of these studies focus on English language teachers. The objective of this study was to examine pre-service teachers’ understanding of TPACK for teaching Chinese as a second language (TCSL). This study investigated the TPACK factor structure of 286 pre-service TCSL teachers via exploratory factor analysis, which yielded a six-factor structure. The results revealed that the teachers could not distinguish the boundaries between technological pedagogical knowledge (TPK) and technological content knowledge (TCK); and TPK and synthesized TPACK. Further, confirmatory factor analysis using structural equation modeling substantiated the validity and reliability of the adapted 32-item TCSL-TPACK survey instrument. The study also found that the teachers were slightly satisfied with their overall TPACK but were least confident of their technological knowledge (TK), and the more experienced teachers exhibited higher confidence in all six factors. These findings not only remind educators and policymakers of the need to revise current teacher training programs but also persuade TCSL student teachers to explore methods that can help integrate technology into lesson designs.
The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.
The ongoing outbreak of the novel coronavirus disease (COVID-19) that occurred in China is rapidly spreading globally. China’s bond and strict containment measures have been proved (in practice) to significantly reduce the spread of the epidemic. This was obtained through the use of emergency control measures in the epidemic areas and the integration of resources from multiple systems, including business, community, technology, education, and transportation, across the country. In order to better understand how China has managed to reduce the public health and economic impacts of the COVID-19 epidemic, this editorial systematically reviews the specific measures for infection prevention and control of the disease. The best practices for COVID-19 eradication in China provide evidence-based strategies that could be replicated in other countries.
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.
This paper reports on the use and potentials of Learning Platform (LP) technologies for organising learning in English primary and secondary schools. It reports on the findings of qualitative research on the benefits of LPs based on data from case studies in 12 ‘early adopting’ English primary and secondary schools. The paper reports findings on the potential of LPs to enhance student access to a broad range of learning resources, to increase opportunities for independent and personalised learning, to support opportunities for collaborative learning and to improve student processes of reflecting on and assessing their learning. The paper concludes by drawing out some of the pedagogic implications from these findings and with a brief summary of the emerging conditions associated with the effective use of LPs to support and organise learning.
This is the new edition of the highly successful practical guide for clinicians developing tools to measure subjective states, attitudes or non-tangible outcomes in their patients. It is widely used by people from many disciplines, who have only a limited knowledge of statistics. This thoroughly updated edition of Health Measurement Scales, Third Edition gives more details on cognitive requirements in answering questions, and how this influences scale development. There is now an expanded discussion of generalizability theory, a completely revised chapter on Item Response Theory and many revisions are included, based on the latest research findings. These features combine to provide the most up-to-date guide to measuring scale development available. It synthesizes the theory of scale construction with practical advice, culled from the literature and the authors’ experience, about how to develop and validate measurement scales to be used in the health sciences. The theory goes into issues of reliability, generalizability theory, validity, the measurement of change, the cognitive requirements of answering questions, and item response theory. Practical issues cover devising the items, biases that may affect the responses, pre-testing and weeding out poorly performing items, combining items into scales, setting cut points, and the practical issues of using scales in various ways, such as face-to-face interviews; mailed or telephone-administered surveys; and over the internet. One chapter also discusses some of the ethical issues that scale developers and users should be aware of. Appendices lead the reader to other readings; sources of already developed scales and items; and a very brief introduction to exploratory and confirmatory factor analysis.
Digital literacy is a critical competence for empowering citizenship in a digital world. It has become a key element in teaching and learning across the different educational stages that has been addressed since the last decade of the twentieth century within the field of open, distance, and digital education. The literature so far has not agreed on a common definition, but multiple international, national, and even local, frameworks exist to foster digital literacy and to evaluate and certificate it, especially with a focus on educators and students in different educational levels, but also with the citizen perspective. These frameworks are reviewed in this chapter, along with the evolution and conceptualization of digital literacy and some strategies to foster digital literacy in different educational sectors, with a focus on the educator as a key player in this fostering action. The most remarkable challenges for developing digital literacy for teaching and learning include the same conception of digital literacy, which is multiple and situated, the digital divide and the actual consideration of digital literacy as a social practice. Being digital literacy a transversal competency nowadays, clear implications for education can be drawn, such as reshaping organizations to the digital conditions, thinking on digital literacy as a collective effort, and enriching the global discourse through diversity in debates.
Research on TPACK has been burgeoning recently. Some review studies in the field of educational technology have indicated issues and trends in TPACK research conducted in the past decades. However, a review of TPACK research specific to language teachers' knowledge about language teaching with technology has been lacking. To fill this research gap, the present review study intends to understand the landscape of TPACK research on language teachers published from 2011 to 2019. The analysis results reveal that 51 studies were identified with a publication peak in 2015, mostly conducted in Asia and the Middle East. The 51 articles were categorized into four areas: (a) exploring TPACK, (b) assessing TPACK, (c) developing TPACK, and (d) applying TPACK. More specifically, research on exploring TPACK suggests that while teachers had varying levels of confidence in their TPACK competence, their TPACK indicated the dominant use of technology in traditional teacher-centered teaching. Research on assessing TPACK shows that survey items were contextualized to lessen the difficulty of distinguishing between the seven sub-domains of TPACK. However, the difficulty remained perhaps due to a possibility that the seven sub-domains may not appear workable in practice. This issue needs further research. Research on developing TPACK reveals that effective interventions involved language teachers' understanding of the TPACK framework, modeling from teacher educators or experienced teachers, and language teachers' engagement in designing lessons collaboratively. Finally, research on applying TPACK indicates that TPACK-informed language learning courses and platforms were perceived to be helpful and effective. These findings may provide researchers with some possible directions.
We examine the conceptions of digital literacy of pre-service teachers in the United States (n ¼
188) and Sweden (n ¼ 121). Pre-service teachers were asked to define digital literacy in an openended
fashion and to select those skills that they considered to be essential for digital literacy
from a list of 24 skills provided. Based on pre-service teachers’ open-ended responses, four
profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology
focused, digital reading focused, goal directed, reflecting critical use). Moreover, preservice
teachers’ selections of skills or competencies essential for digital literacy were used in
cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and
selected-response forms of assessment. Important similarities and differences in conceptions of
digital literacy across the United States and Sweden are discussed, as are implications for
improving teacher education.
Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (N = 2,410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students’ ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed.
Two Monte Carlo studies were conducted to examine the sensitivity of goodness of fit indexes to lack of measurement invariance at 3 commonly tested levels: factor loadings, intercepts, and residual variances. Standardized root mean square residual (SRMR) appears to be more sensitive to lack of invariance in factor loadings than in intercepts or residual variances. Comparative fit index (CFI) and root mean square error of approximation (RMSEA) appear to be equally sensitive to all 3 types of lack of invariance. The most intriguing finding is that changes in fit statistics are affected by the interaction between the pattern of invariance and the proportion of invariant items: when the pattern of lack of invariance is uniform, the relation is nonmonotonic, whereas when the pattern of lack of invariance is mixed, the relation is monotonic. Unequal sample sizes affect changes across all 3 levels of invariance: Changes are bigger when sample sizes are equal rather than when they are unequal. Cutoff points for testing invariance at different levels are recommended.
It is suggested that items may be studied best when whole experimental samples yield 50% right responses, and that upper and lower groups consisting of 27% from the extremes of the criterion score distribution are optimal for the study of test items, provided the differences in criterion scores among the members of each group are not utilized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A primary goal of scale development is to create a valid measure of an underlying construct. We discuss theoretical principles, practical issues, and pragmatic decisions to help developers maximize the construct validity of scales and subscales. First, it is essential to begin with a clear conceptualization of the target construct. Moreover, the content of the initial item pool should be overinclusive and item wording needs careful attention. Next, the item pool should be tested, along with variables that assess closely related constructs, on a heterogeneous sample representing the entire range of the target population. Finally, in selecting scale items, the goal is unidimensionality rather than internal consistency; this means that virtually all interitem correlations should be moderate in magnitude. Factor analysis can play a crucial role in ensuring the unidimensionality and discriminant validity of scales. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.
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