Digital literacy capabilities and curriculum design in sport management programmes

In this paper it is argued why and how the aesthetics of sport should be included in higher education curricula in sport sciences. It is claimed that within the scope of philosophy of sport, aesthetics has its own role to play, since it provides a ‘sensible knowledge’ that should not be undervalued, and philosophers of sport must be aware of this. Providing examples from Portugal and Brazil, it is enunciated how these countries have been taking seriously and incorporated (if only partially) inquiry and education concerning the aesthetics of sport. Through an interpretative analysis, it is argued about the adoption of the aesthetics of sport in academic curricula and also in the syllabus of sport philosophy and aesthetics of sport courses in the context of higher education in the Faculty of Sport at the University of Porto.

This paper examines the findings of a national study on professional preparation in sport management. A review of literature revealed a lack of research and a need for more studies that clearly define the current status and future direction for sport management curriculums. Through a content analysis approach, this study investigated 147 academic institutions offering sport management curriculums. Specifically, the examined philosophical and primary emphasis of each curriculum, internship requirements, employment opportunities, sport management courses and curriculum resources. Implications of the results are discussed along with recommendations for further study involving professional preparation in sport management.

This article explores the integration of digital literacy into higher education curricula as a strategy for enhancing student engagement. With the increasing reliance on digital tools and platforms in both academic and professional environments, developing digital literacy skills has become essential for students. This study examines how embedding digital literacy into course design can foster interactive learning, improve critical thinking, and promote active participation in the classroom. Drawing on recent case studies and educational frameworks, the article highlights key practices for successfully integrating digital literacy into various disciplines. The findings suggest that when digital literacy is incorporated effectively, it enhances students' motivation, collaborative learning, and overall academic performance, preparing them for the demands of the modern workforce. The article concludes with recommendations for educators and institutions on how to implement digital literacy strategies within their curricula to better engage students in a digital age.

Although sport management is now well established in higher education and is an increasingly popular major for students, there are a number of critical issues that face the discipline. The purpose of this lecture is to identify some of these critical issues and what can be done to address each of them. The primary issue for sport management is a lack of qualified faculty to (a) teach the increasing number of students enrolling in sport management programs and (b) conduct the research necessary to build a distinct body of knowledge. In addition, sport management faculty also need to work together to make a better case for the contributions of their programs to their respective universities to avoid being a very low priority in their home units. The lecture focuses on the need for sport management faculty to work together to address each of these issues.

BackgroundChina has entered a stage of moderate aging, characterized by a “90-7-3” eldercare pattern: 90% of the older adults opt for home-based care, 7% utilize community-based care, and 3% reside in institutional care facilities. With the rapid development of the digital economy, innovative solutions such as smart eldercare devices and telemedicine have emerged, offering new possibilities to enhance the efficiency and quality of eldercare services. However, while benefiting from digital technologies, the older adults generally face challenges posed by the “digital divide,” making digital literacy a critical factor constraining the digital transformation of eldercare services.MethodsThis study utilizes data from the 2020 China Longitudinal Aging Social Survey (CLASS 2020) to examine the impact of digital literacy on older adults’ utilization of community-based home care services (CHCS). Factor analysis was employed to measure digital literacy levels, while probit regression and Heckman’s two-stage model were applied for empirical analysis.ConclusionOur empirical analysis yields three key findings: (1) A significant negative relationship is found between digital literacy and the utilization of CHCS. This indicates that, on average, higher digital literacy is associated with a lower propensity to use CHCS. (2) Dimension-specific analysis reveals divergent impacts: Digital application literacy was positively associated with service utilization. However, device operation literacy, information acquisition literacy, and digital social literacy all exhibited significant negative correlations with service use. (3) Mechanism analysis indicates that digital literacy reduces older adults’ reliance on CHCS through multiple pathways, including increased alternative consumption expenditures, strengthened social and family support, and improved self-efficacy.DiscussionThe findings suggest that improved digital literacy may reduce older adults’ utilization of CHCS, providing important implications for optimizing the elderly care system in the digital era. While promoting digital literacy among older populations, policymakers should establish integrated online-offline service delivery models to achieve precise matching between seniors’ needs and care provision.

This study aims to explore the correlation between college students’ digital literacy and mental health and proposes a method based on Twin Support Vector Machines (TWSVMs) classification and chi-square validation correlation analysis. First, a group of college students’ digital literacy data was collected by designing and distributing questionnaires. The questionnaire covers multiple aspects such as digital skills, information literacy, and technology application, to comprehensively evaluate the students’ digital literacy level. The collected digital literacy data were classified using TWSVM to obtain the digital literacy assessment results. Next, the electroencephalogram (EEG) signals of the same group were collected, and the EEG signals were subjected to power spectral density (PSD) feature extraction and TWSVM classification model training to obtain the mental health identification results of each student. Finally, after obtaining the digital literacy assessment and mental health identification results, the chi-square validation method was used for correlation analysis to evaluate the linear relationship between the two. Through the analysis, we found that students with higher digital literacy were more likely to have good mental health. In comparison, students with lower digital literacy were more likely to have mental health problems. This study revealed a significant correlation between college students’ digital literacy and mental health, providing theoretical support and practical guidance for educators and mental health professionals. Improving students’ digital literacy will not only help their academic and career development but may also have a positive impact on their mental health, thereby promoting their overall development.

As artificial intelligence and digital technologies become increasingly embedded in higher education, university students’ digital literacy has emerged as a critical indicator of educational quality and future developmental capacity. However, existing research remains conceptually fragmented, with limited clarity regarding the structural organization and generative logic of digital literacy. To address this gap, this study adopts a grounded theory–based literature analysis of high-quality international publications from 2000 to 2025. Through open, axial, and selective coding, key concepts and categories were systematically abstracted to construct an integrated digital literacy framework for university students. The findings indicate that digital literacy extends beyond technical or information-processing skills, constituting a multidimensional competence system integrating cognitive understanding, contextualized application, capability development, and ethical regulation. By synthesizing 162 initial concepts, 48 first-order categories, and 15 major categories, a four-dimensional framework was identified, encompassing digital transformation, digital use, digital competence, and digital security. Digital transformation emphasizes the development of digital thinking and students’ understanding of digital environments; digital use highlights contextualized engagement with digital technologies in learning and communication; digital competence focuses on higher-order abilities such as knowledge integration, problem solving, and innovation; and digital security underscores ethical awareness, risk management, and responsible digital behavior. Further analysis reveals a developmental trajectory from cognitive understanding to capability integration and contextual transfer, with data thinking and digital ethics functioning as key mechanisms within AI-enabled learning environments. This framework advances the structural theorization of digital literacy and provides a systematic foundation for curriculum design, assessment, and policy development in higher education. Keywords: university students, digital literacy, grounded theory, digital education

Globalisation of sport takes place in all corners of the industry. Not only do professional leagues and collegiate teams witness an influx of international athletes that they must cater but the composition of sport consumers in the USA is also evolving due to rapidly changing census figures. To produce industry-ready sport managers, which they may well be the single most important goal for many of the 300 plus sport management programmes throughout the North America. It would now seem unreasonable and incomplete to deprive sport management students of an opportunity to experience international aspects of sport in the curriculum. This paper examines how a short-term study of a broad class could address this glaring, practical need. The paper offers an academic model that fosters personal growth, cultural diversity, and of course, an understanding of international aspects of sport industry. The purpose of this study is: 1) to identify key benefits of a short-term study of a broad class in global sport management education; 2) to assess whether the programme met the participants’ expectations.

Research question How do Asian women faculty’s intersecting identities influence the ways in which they identify, fulfill, and negotiate their roles in the White and masculine field of sport management? Research method We used collaborative autoethnography in which the researchers themselves were the method and the participants for this study. The purpose of using this method was to use systematic introspection and retrospection to understand the researchers’ collective experiences. Results and Findings We provide four narratives of the researchers as the findings. Themes from the narratives included masculinized, Westernized sport as an oppressive institution, forever unsettled between insider and outsider, gendered and racialized/ethnicized immigrant women. Implications Theoretically, this study extends the use of intersectionality to an understanding of Asian women experiences in the racialized and gendered space of sport. Practical implications include that sport management programs must be designed with Asian and minoritized women in mind and provide relevant resources such as support networks, therapy groups, informal mentoring, and targeted Ph.D. recruiting.

Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.
 Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.
 Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.
 Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature. 
 Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.

Character education is an important component in the framework of developing moral and ethical values in students. In the era of Society 5.0, where digital technology has become an important part of everyday life, digital literacy is an important factor in strengthening character education. Digital literacy refers to an individual's ability to use, evaluate, and actively participate in the digital environment. This study aims to explain the role of digital literacy in strengthening character education in the era of Society 5.0. The research method used is a literature study by collecting data from various relevant sources. This study analyzes the relationship between digital literacy and strengthening character education by considering aspects such as technological knowledge, digital skills, responsible online media behavior, and ethical awareness in the digital world. The results show that digital literacy can be an effective way to strengthen character cultivation in the era of society 5.0. Through digital literacy, learners can develop values such as honesty, responsibility, empathy, cooperation, and problem solving. Digital literacy can also help learners understand social, economic, and cultural impacts and promote responsible attitudes in their use. In conclusion, digital literacy has an important role in strengthening character education in the era of Society 5.0. By paying attention to aspects of technological knowledge, digital skills, responsible online behavior, and ethical awareness, digital literacy can help learners develop strong moral and ethical values in the use of digital technology. Collaborative efforts between various parties are needed to overcome challenges and ensure effective integration of digital literacy in character education in the era of Society 5.0.

Cultivating the digital literacy of vocational education normal students is a fundamental link in promoting the digital teaching reform of vocational education. Taking the vocational education normal students majoring in finance and accounting of Lingnan Normal University as the research object, this paper investigates and analyzes the current situation of the digital literacy level of normal students. The results show that the digital literacy of finance and accounting normal students is generally at a medium to high level, and their digital social responsibility literacy is good. The higher the grade of normal students, the higher their digital literacy level. This indicates that the implementation of the school's "New Normal Education + Education Informatization 2.0" and "Three Transformations and Four Modernizations" peak construction project has achieved certain results. The "Digital Technology knowledge and skills", "digital application" and "professional development" qualities of finance and accounting vocational education normal students can basically support their learning activities as college students, but are not sufficient to support their teaching activities as teachers. However, finance and accounting vocational education normal students have a good attitude and confidence in learning new digital technologies. In this regard, it is urgent to build a complete knowledge system of digital technology, integrate digital literacy education with professional education, and create diversified digital literacy education scenarios to improve the digital literacy level of normal students in finance and accounting vocational education.

In the digital era, digital literacy skills have become important in equipping students with the skills to participate actively in an increasingly connected and complex society. Likewise, critical thinking skills are essential in helping students develop deep understanding, good analysis, and evaluation of the information they encounter. This study aims to investigate effective strategies for using digital literacy to empower critical thinking skills in higher education. This research will adopt a qualitative approach using the case study method in several higher education institutions. Data will be collected through in-depth interviews, observation, and document analysis related to digital literacy strategies in the learning environment. Next, the data will be analyzed using a content analysis approach to identify which strategies most effectively empower students' critical thinking skills. It is hoped that the results of this study will provide in-depth insight into how digital literacy can be properly integrated into the higher education curriculum to stimulate students' critical thinking skills. The implication of this research is to provide practical guidance to educators, lecturers, and decision-makers in higher education institutions to design learning strategies that support the development of digital literacy and critical thinking. In addition, this research can also contribute to further research in the field of digital literacy and higher education. With a stronger focus on incorporating digital technologies in higher education, it is hoped that this research will provide valuable directions for the development of relevant and innovative curricula, which in turn will help produce graduates who are not only technically proficient but also able to think critically in facing complex modern world challenges.

Mental health is an emerging area of interest in sport, but there is a paucity of educational initiatives in sport management curricula to train the next generation of sport managers to address the mental health needs of athletes, a type of knowledge that the mental health literature operationalizes as mental health literacy. One goal of accrediting bodies such as the Commission on Sport Management Accreditation is for excellence in sport management education; thus, due to the changing landscape of sport, sport management curricula should incorporate mental health literacy competencies. This educational research review provides justification for the inclusion of mental health literacy competencies in sport management curricula and accreditation standards, as well as pedagogical strategies for implementation.

This article presents the results of a pilot study that found significant differences between U.S. and non-U.S. based international sport managers with regard to the educational background, language, and cultural training deemed essential for success in the global sports market. Educational and executive training programs in sport management should recognize sport's movement into a global market and consider providing students in their programs with the competency to compete for positions in sport on a global scale. To do so, sport management programs should offer a global perspective, which encompasses education for recognizing and avoiding potential barriers to effectively conducting sport business in societies where differences exist in language, culture, business, economics, and politics.