From Digital Exclusion to Digital Inclusion: Shaping the Role of Parental Involvement in Home-Based Digital Learning – A Narrative Literature Review

Computers in the Schools, Journal Year: 2024, Volume and Issue: 41(2), P. 120 - 144

Published: March 6, 2024

Rapid advancements in technology have led to Digital Technologies (DT) playing an increasingly prominent role the digital transformation of education, prompting national and international educational policies prioritize embedding DT teaching learning. However, this technological progress has simultaneously exposed a divide, resulting certain parents families, who are already socially excluded, being susceptible exclusion. This article focuses on influence subsequent exclusion Parental Involvement (PI) home-based learning, crucial factor supporting children navigate education. Through nonsystematic narrative literature review, addresses two research questions: first, how shapes PI children's learning; second, what approaches can schools employ promote inclusion through shaping their self-efficacy for engaging with support PI. Emergent themes from review include: exclusionary impact growing integration central intertwined roles motivation concludes discussion considerations school-based interventions, conceptualizes link between proposes call future research.

Language: Английский

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Integrating Motivation Theory into the AIED Curriculum for Technical Education: Examining the Impact on Learning Outcomes and the Moderating Role of Computer Self-Efficacy

Information, Journal Year: 2025, Volume and Issue: 16(1), P. 50 - 50

Published: Jan. 14, 2025

The integration of artificial intelligence (AI) technologies into education has gained increasing attention, yet limited research examines how the curriculum design can enhance learning outcomes and influence learners’ intentions to continue AI learning. This study addresses this gap by integrating theory planned behavior, technology acceptance model, theories motivation, computer self-efficacy explore factors affecting behavioral in education. Using course quality as primary antecedent “intention taking courses” dependent variable, investigates structural relationships mediating variables between these factors. Data were collected through a stratified random sampling method from 19 universities Taiwan, involving 200 students who had completed five core AI-related courses, including intelligence, machine learning, internet things, big data, robotics. analysis, conducted using PLS-SEM, revealed that directly indirectly influences such satisfaction, self-efficacy, technological literacy, motivation. Moreover, exerted significant positive effect on which, turn, influenced outcomes. These findings provide valuable insights antecedents processes shaping offering practical theoretical implications for

Language: Английский

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Self-efficacy and technology usage among social service practitioners—A structural equation modeling

The British Journal of Social Work, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 26, 2025

Abstract This study examines the relationship between digital self-efficacy, general and technology usage among social service practitioners. An online survey questionnaire was sent to practitioners results indicated a positive three variables. In addition, self-efficacy differed according educational level. Moreover, has greater effect on than self-efficacy. Additionally, measurement scale validated for use in services sector. covers wide range of areas provides comprehensive understanding usage.

Language: Английский

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Digital Competences of Digital Natives: Measuring Skills in the Modern Technology Environment

Informatics, Journal Year: 2025, Volume and Issue: 12(1), P. 23 - 23

Published: Feb. 21, 2025

The fourth industrial revolution has ushered in a new era which technology is seamlessly integrated into daily life. digital transformation created media formats that require the development of robust skills to navigate this landscape. By utilising Youth Digital Skills Indicator (yDSI) and integrating it with Competence Framework for Citizens (DigComp 2.2), research examines habits competences among Croatian youth aged 10–24, corresponding Generations Alpha Z. A sample 231 participants across three competence domains—information literacy, security communication—revealed statistically significant generational differences first two areas skills. Furthermore, gender-based analyses, conducted using Mann–Whitney U-test Spearman correlations Likert scale responses, showed no differences. These findings deepen our understanding natives, how evolve influence their skills, highlighting need more tailored strategies enhance bridge gaps.

Language: Английский

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The Effects of Employees’ Digital Growth Mindset and Supervisors’ Coaching Behaviour on Digital Self-efficacy

Technology in Society, Journal Year: 2025, Volume and Issue: unknown, P. 102875 - 102875

Published: March 1, 2025

Language: Английский

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