Search Results (24)

Self-efficacy is related to a specific domain and is a result of capabilities and beliefs of one’s own performance in a specific domain given a specific task, depending on the levels of anxiety, motivation, feeling of success, and positive and negative rewards. Computer experience, the learning of information and communication technology tasks at school, and the use of general applications in class are known to be related to computer and information literacy. This study investigates the mediation effect of student computer self-efficacy in using general applications in these relationships using a structural equation model. The data used in this study stems from nine European educational systems participating in the International Computer and Information Literacy Study in 2018. The results show that in nearly all educational systems, the self-efficacy regarding the use of general applications has significant mediation effects in the relationship between computer and information literacy and each of the three information and communication technology variables in the model. The mediation effects are strongest for general applications in class and weakest for learning of information and communication technology tasks at school. The results are discussed against the educational systems’ context with recommendations for improving student computer self-efficacy. Full article

(1) Background: The increasing use of information and communication technologies (ICT) in educational environments has introduced new challenges related to digital safety and sustainability. Teacher mediation and institutional initiatives are pivotal for preventing and managing Internet-related risks. This study investigates teacher and school mediation strategies for online risk prevention, analysing differences across educational settings and stages in Spain to inform inclusive digital safety practices. (2) Methodology: a quantitative study was conducted using a cross-sectional survey design involving 550 elementary and secondary school teachers from both mainstream and special education schools. (3) Results: Most schools implement intervention plans to mitigate risks associated with students’ Internet use, although the approach to these plans varies according to educational stage and school setting. Teachers employ strategies such as setting classroom rules and supporting students with online challenges, with secondary school teachers and those in mainstream schools tending to adopt more comprehensive or conversation-based prevention strategies. (4) Conclusions: Teachers and schools play a crucial role in ensuring digital safety and sustainability. Future efforts should strengthen digital skills, foster responsible online behaviour, and build inclusive, flexible learning environments according to the differing needs observed across stages and school settings. Full article

The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions of designing educational escape rooms using ICT tools and generative AI (GenAI) as a learning methodology. A total of 47 students participated in creating digital escape rooms with GenAI, Genially, and HeroForge in the course “Mediation in Conflicts and Situations of Violence” within a Social Education degree. A qualitative approach was used, analyzing focus group discussions conducted after the activity. Results indicate that students valued the experience, emphasizing its impact on digital competence, creativity, and problem-solving skills. Collaborative learning helped overcome initial technical challenges, and students recognized the practical applicability of escape room design in mediation contexts. However, they identified areas for improvement, such as the need for more initial training, extended development time, and better access to digital tools. This study contributes to game-based learning and AI-enhanced education research, positioning students as active designers rather than passive users. Future research should explore the long-term impact on knowledge retention and transferable skills in professional settings. Full article

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education. Full article

The past two years saw a rapid proliferation of information and communication technologies (ICTs) in higher education. Digital technologies and environments offer many affordances. New digital literacy practices in universities have implications for teaching and learning. E-textbooks, in particular, act as mediating tools that can facilitate teaching and learning through developing students’ understandings of scientific concepts. This paper positions e-textbooks as mediators of learning, rather than merely objects of learning. There is thus a need to understand the mediating role of e-textbooks that lecturers draw on in their teaching. While much research was conducted on students’ use of e-textbooks, relatively little was conducted on lecturers’ use of e-textbooks in engineering education. The current study aimed to answer the following research question: What are lecturers’ perspectives on the use of e-textbooks to facilitate learning in engineering? To address this question, data were collected through five individual interviews conducted with engineering lecturers working in the Extended Curriculum Programme (ECP) of first-year students from three engineering departments (chemical engineering, mechanical engineering, and nautical science) at a university of technology in South Africa. The data were analysed using thematic content analysis with the help of ATLAS.ti. Data analysis was guided by a theoretical framework that drew on the cultural-historical activity theory (CHAT). In this study, the focus was on e-textbooks as pedagogical tools within engineering teaching and learning. The findings provide insight into how lecturers incorporate e-textbooks into their teaching, but also reveal the extent to which new digital literacy reading practices remain unfamiliar to engineering lecturers. CHAT enabled the identification of a critical insight, namely, the tension between mediation and division of labour. This highlights important aspects of the discourse surrounding seamless technology integration in higher education. The discussion points to the need for an expansive transformation regarding the use of e-textbooks as important mediating tools for teaching and learning. Full article

During puberty, children experience an increased need for autonomy in all areas of their lives, including school. However, teachers use different levels of autonomy-supportive teaching strategies, which might have detrimental effects on students’ perceived competence and—building on self-determination theory—motivation to learn. In this preregistered study, we investigated whether students could buffer the negative impact of little perceived autonomy support in the English-language classroom on their perceived competence and, consequently, two motivational outcomes (grade aspirations, intrinsic motivation) by using non-academic English-language ICTs in their free time. We calculated several (moderated) mediation models with a Bayesian estimator, using data from N = 1288 Austrian secondary school students who answered three online questionnaires between May 2022 and April 2023. The results showed that perceived competence predicts both types of motivation and is influenced by students’ use of non-academic English-language ICTs. However, the effects of autonomy-supportive teaching strategies depend on which variables are included in the models. Our study therefore highlights the importance of examining several aspects of autonomy-supportive teaching and including variables from outside the school to represent the complex environment in which students’ motivation is shaped. Full article

In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem. Full article

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’ attitude, self-efficacy, and ICT skills. The novelty of this research is that this is the first time a questionnaire based on attitude, self-efficacy, ICT skills, and ICT integration in the classroom has been applied in the northern Moldavian region of Romania, and the results underline the educational implications for in-service teacher training. Full article

Due to the advances in internet communications technology (ICT), the use of digital devices, such as laptops, tablets, or smartphones, in the educational setting has become very common among young people. A considerable body of research has shown that there are adverse effects of in-class internet usage, termed “cyberloafing” on students’ academic performance, making it a rising concern for scholars. Within this context, the present study examines cyberloafing as a multidimensional construct and studies the mediating effects of psychological wellbeing and social media learning between cyberloafing behaviour and cyberloafing activities of students. Using an online survey, data was collected from 240 undergraduate and graduate students at a private university in India. The data were analyzed using structural equation modelling and mediation analysis. The results indicate that cyberloafing behaviour negatively influences student’s psychological wellbeing, whereas psychological wellbeing is positively related to cyberloafing activities. It was also found that, on one hand, cyberloafing behaviour negatively influences social media learning, whereas social media learning did not have any effect on cyberloafing activities in students. This study highlights that it is crucial for educators and course instructors to incorporate appropriate practices and interventions to manage the misuse of the internet through cyberloafing in classrooms. Full article

The assessment and feedback area of the European Framework for the Digital Competence of Educators (DigCompEdu) establishes a specific competence related to the ability to use digital technologies to provide feedback and make decisions for learning. According to the literature, this particular competence is one of the least developed in the teaching profession. As there are few specialised training strategies in the field of information and communication technology (ICT)-mediated feedback, this study aims to validate a microlearning proposal for university teachers, organised in levels of progression following the DigCompEdu guidelines. To validate the proposal, a literature analysis was carried out and a training proposal was developed and submitted to a peer review process to assess its relevance. This study identifies the elements that should be included in a training strategy in the area of feedback and decision making for university contexts. Finally, it is concluded that this type of training requires a combination of agile and self-managed strategies (characteristics of microlearning), which can be complemented by the presentation of evidence and collaborative work with colleagues. Full article

The use of educational platforms that allow dynamic learning mediated by information and communication technologies (ICT) has become a common method in different educational institutions. Thus far, these methodologies have been seen mainly within the classroom. Thus, it would be relevant to identify whether using these technologies to recognize cultural and natural exteriors allows complete learning by the users. Based on the above, the objective of this work was to identify the variables involved in people’s intellectual understanding of outdoor cultural and natural spaces with the support of ICT through a systematic literature review methodology based on PRISMA. The study found gamification to be one of the most relevant elements in the learning experience as well as the interdisciplinary approach to learning as a teaching methodology. As the main conclusion, we found that, although different technological tools have been developed for more dynamic learning experiences, the models developed for the evaluation of these tools in learning about outdoor cultural and natural spaces do not yet focus on knowledge consciousness, which still leaves open the field of research in this aspect. Full article

The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement; (2) students’ ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students’ ICT self-efficacies differed by sex and level of education, but not by major; (4) students’ sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students’ ICT self-efficacy positively impacts students’ online English learning, and perceived teacher support also affects students’ learning engagement. School administrators should encourage teachers to focus on students’ online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end. Full article

Introduction: Information and communication technology (ICT) usage has grown rapidly, with a significant rise following the occurrence of the COVID-19 pandemic. This study assesses the relationships among task–technology fit, sense of virtual community, and the continuous intention to use electronic government services (e-government). Methods: Through quantitative approach using surveys, a total of 390 data was obtained from registered citizens in Tripoli municipality during the pandemic. The data were analyzed using partial least square-structural equation modeling (PLS-SEM). Results: The mediating role of the unified theory of acceptance and use of technology (UTAUT) model was observed, which shows that task–technology fit, sense of virtual community, and the consideration of society and its development are essential factors for citizens to use ICTs. Systems should entail features that meet the needs of citizens, community-building elements, and satisfactory performance. The importance of e-government ICTs in community development, particularly in a fragile state such as Tripoli, Lebanon, is the highlight of the current results. This can be beneficial for governmental authorities in the region of the Middle East, helping them to increase communication effectiveness by implementing appropriate digital means for the public during a crisis. Community development is a highly effective aspect that governments can implement in their digital services to provide opportunities for learning, awareness, and social progress to the public. Full article

Introduction: The spread of the COVID-19 virus and the supremacy of digital technologies have amplified global market volatility in all industries. This circumstance will have a lasting impact on students’ employability, so the education sector, particularly universities, should refocus its learning objectives. Design thinking (DT) is a collaborative and resourceful approach to problem-solving in which the demands of end-users and content creators take precedence. Objectives: In this study, the author seeks to comprehend how design thinking procedures in higher learning institutions inspire innovative behavior among undergraduate students. In light of the extensive literature regarding the adoption of Information and Communication Technology (ICT) in terms of innovative actions, this study integrates two theoretical foundations (i.e., activity theory to mediate the nature of human activity and how its internalization affects mental development) and constructive learning theory to enhance students’ innovative action. Methods: The data for this quantitative investigation were acquired using an online survey. A total of 300 questionnaires were delivered to undergraduate university students in the eastern part of Saudi Arabia, of whom 208 responded. SmartPLS was utilized to analyze the data. The methodology proposed in this study aims to cultivate in university undergraduate students the sensibility and techniques of designers that are compatible with technological feasible innovative action. Results: This study addresses technology-assisted education in the context of Saudi Arabia. Students’ innovative learning experiences are characterized by autonomy and are supported by design thinking processes mediated by information and communication technology (ICT). On the basis of the findings of this study, the role of empathy and prototype in the DT process appears to be crucial to innovativeness, whereas the roles of define and ideate are detrimental to innovativeness. It has also been determined that ICT indirectly promotes innovative student behavior. Conclusions: Students valued the incorporation of design thinking and ICT in the creation of inventive action to foster creativity in problem-solving skills throughout the digital acceleration. To evaluate the transferability of these findings, future study might be undertaken in other education sectors, such as schools, vocational institutes, and the industry itself. In addition, future data should be analyzed through in-depth interviews or root cause analysis from the perspective of educators and instructional designers. Full article

As classrooms have become increasingly digitized, information and communication technology (ICT) has been frequently used by teachers. On that basis, whether teachers’ ICT use could provide students with more and sustainable opportunities to learn (OTL) has aroused more attention in the relevant research field. However, there has been scarce evidence for teacher-related factors that elucidate the correlation between the ICT use of teachers and providing OTL in secondary education. Given this inefficiency of evidence, this study aimed to investigate the above correlation and explore the mediation effects of teachers’ self-efficacy and teachers’ flexible strategy use to solve individualized challenges (i.e., adaptive instruction). The data of 10,796 teachers in 389 secondary schools were analyzed using R based on a multilevel mediation model. As indicated by the results of this study, teachers achieved higher self-efficacy and adaptive instruction levels when ICT was used more frequently in reading classrooms, which would further enhance the provision of OTL for students. In addition, experienced teachers were better at facilitating adaptive instruction and self-efficacy using ICT. The above results could lay a solid foundation for future empirical studies to incorporate ICT in reading course design. Furthermore, it is imperative to carry out teacher training programs to improve teachers’ beliefs and practices in providing OTL for better sustainable education in ICT education contexts. Full article