Factors influencing digital literacy among university students in Beijing, China
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| Názov: | Factors influencing digital literacy among university students in Beijing, China |
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| Autori: | Yang Rui, Sri Azra Attan |
| Zdroj: | International Journal of ADVANCED AND APPLIED SCIENCES. 11:239-250 |
| Informácie o vydavateľovi: | International Journal of Advanced and Applied Sciences, 2024. |
| Rok vydania: | 2024 |
| Popis: | This study investigated the factors that affect digital literacy among university students in Beijing, focusing on how socioeconomic status, access to technology, educational programs, and the learning environment play a role. A quantitative method was used to collect data from 391 students at five universities through a structured questionnaire. The data were analyzed using structural equation modeling. The results show that although socioeconomic status and access to technology are important, educational programs have the most significant impact on improving digital literacy. Interestingly, the learning environment did not have a major direct effect on digital literacy, but the study found that simply providing digital tools is not enough without proper instructional support. This research points to key areas for policymakers and educators to focus on to improve digital literacy in higher education, highlighting the need for coordinated educational strategies that make full use of technology. The findings suggest further research is needed to understand how digital tools are used in learning environments and their long-term impact on students’ digital skills, with the goal of improving educational practices and policies for the digital era. |
| Druh dokumentu: | Article |
| ISSN: | 2313-3724 2313-626X |
| DOI: | 10.21833/ijaas.2024.08.025 |
| Prístupové číslo: | edsair.doi...........3a1569878504d723f3f4c9f5f3f85f4f |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | This study investigated the factors that affect digital literacy among university students in Beijing, focusing on how socioeconomic status, access to technology, educational programs, and the learning environment play a role. A quantitative method was used to collect data from 391 students at five universities through a structured questionnaire. The data were analyzed using structural equation modeling. The results show that although socioeconomic status and access to technology are important, educational programs have the most significant impact on improving digital literacy. Interestingly, the learning environment did not have a major direct effect on digital literacy, but the study found that simply providing digital tools is not enough without proper instructional support. This research points to key areas for policymakers and educators to focus on to improve digital literacy in higher education, highlighting the need for coordinated educational strategies that make full use of technology. The findings suggest further research is needed to understand how digital tools are used in learning environments and their long-term impact on students’ digital skills, with the goal of improving educational practices and policies for the digital era. |
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| ISSN: | 23133724 2313626X |
| DOI: | 10.21833/ijaas.2024.08.025 |