Research on Digital Literacy Education Model Based on Problem Solving: A Technology Integration Perspective

This article addresses the issue of digital literacy as an essential basic need, yet there are still significant disparities in technology access and low digital literacy prevalent. To this end, the article explores the intergenerational interaction in digital literacy education among millennial families in Negeri Suli, Central Maluku. The aim of this research is to describe the patterns of intergenerational interaction in the context of digital literacy. Employing a qualitative approach, data were collected through interviews, observations, and literature studies from 10 millennial families in Negeri Suli. The primary informants involved 10 family members, as well as the King who serves as the village head, traditional leader, Saniri, and a teacher at SD XX school. The findings indicate that intergenerational interaction in digital literacy education encompasses imparting digital technology knowledge and skills to both the Z generations and baby boomers generations. This enables them to support previous generations in facing the digital era and strengthens intergenerational communication. The effectiveness of digital literacy education in schools was found through experiential-based teaching approaches and curriculum integration, successfully reducing generational gaps. Moreover, digital literacy is recognized as a crucial component in UNESCO's long-term plan for the future of education. Through digital literacy campaigns, family members are empowered to enhance their analytical abilities in leveraging digital technology optimally.

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.

Academic libraries have undertaken an important role in facilitating students’ acquisition of digital literacy knowledge and skills, preparing students to navigate an increasingly complex information society. One approach to this is through embedded librarianship, which focuses on placing librarians in user contexts. This article presents the results of a case study on digital literacy instruction at the Copenhagen University Library. It examines library instructors’ practice when teaching digital literacy courses, and to what degree this instruction takes the variety of students’ different disciplinary backgrounds into account. This case study is comprised of four library courses, using both observational studies of these courses and interviews with the library instructors responsible. In the article we adopt a sociocultural approach to digital literacy, seeing it as highly context-dependent, and we argue that library instructors should situate the acquisition of digital literacy knowledge and skills in students’ specific disciplinary context. We find that digital literacy instruction at Copenhagen University library is mostly situated in a general academic library context and seldom focuses on students’ actual disciplinary context. We term this approach to embedded librarianship, where students have increased access to library expertise and resources, but their disciplinary perspective is not prioritized, “practical embeddedness”. Our findings suggest that academic libraries would benefit from pursuing an alternative approach, here termed “epistemological embeddedness”, which prioritizes discipline-specific knowledge and approaches. This greater emphasis on epistemological embeddedness could ensure that students learn digital literacy approaches that can help them navigate the information-rich contexts they meet beyond their academic tenure

BackgroundDepression and anxiety are the emotional problems most frequently experienced by older adults. These mental health challenges can influence an individual's ability at finding, evaluating, and applying electronic health information to health problems. Thus, we aimed to examine associations of digital health literacy (DHL) with education, depression, and anxiety among older adults in Slovakia.MethodsA cross-sectional study was conducted among 101 adults aged 55 years and over (40.6% from 60 to 64 years, 85.1% of women, 54.5% with secondary education). DHL, depressive symptoms, and anxiety level were measured using the self-reported eHealth Literacy Scale (eHEALS), Patient Health Questionnaire (PHQ-9) and Generalised Anxiety Disorder scale (GAD-7), respectively. Multiple linear regressions were performed to explore the role of education and mental health characteristics in DHL controlling for age and sex.ResultsThe vast majority of sample (92.1%) used the internet within the last 3 months and 67.3% used it to search for health-related information. The mean eHealth literacy score achieved 29.82 ± 6.78. Higher DHL was significantly associated with higher education (β = 0.31, p < 0.01) and it remained significant (β = 0.34, p < 0.001) after adding the mental health characteristics. Higher DHL was significantly associated with lower depressive symptomatology (β=-0.37, p < 0.01) and higher anxiety level (β = 0.33, p < 0.05). The final model explained 13.2% of the variance in DHL.ConclusionsPreliminary findings suggest that those seeking to decrease the DHL disparities among older adults may benefit from tailoring interventions towards those with lower education. Furthermore, the study underscores the need for integrated interventions, such as mental health support combined with digital literacy education, to enhance health outcomes among aging population. Further research is needed to uncover the relationship between higher anxiety level and higher DHL. [VEGA 1/0097/24].Key messages• Emotional problems seem to be significant contributors to digital health literacy of older adults.• Mental health support should be incorporated into the digital literacy intervention programs for older adults.

This study delves into the theoretical foundations, practical explorations, strategic methods, and evaluation improvements of digital literacy education aimed specifically at vocational institutions and their stakeholders. It begins with a detailed analysis of the definitions and connotations of "digital literacy" and "digital literacy education," clarifying their distinctions and importance within the context of vocational training. Through an examination of typical case studies both domestically and internationally, the research identifies the problems and challenges in the implementation of digital literacy education, exploring their underlying causes. Subsequently, the paper proposes principles for curriculum design, content selection, and implementation strategies tailored to the needs of vocational students. It also analyzes the characteristics, application scenarios, and practical effects of various teaching models. Finally, an assessment system for digital literacy education is constructed, alongside targeted improvement strategies and future development trends. This research aims to provide valuable references for educators, policymakers, and practitioners in the field of vocational education, thereby continuously enhancing the effectiveness and relevance of digital literacy education.

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.

Community Service Activities (PKM) were carried out by the Lecturer Team of the University of West Sulawesi Informatics with the aim of educating students of SMAN 1 Campalagian about digital literacy. This PKM activity is packed with the theme of smart generation in digital literacy. Digital literacy activities contain the provision of knowledge regarding the introduction of digital literacy, social media ethics and the Information Law and the ITE Law. In addition, there is also a provision in the field of skills by using a poster-making application, namely Canva. Posters are made with the theme of education about digital literacy. The method used in this PKM is lectures and discussions for knowledge of digital literacy concepts. While poster training with lectures, discussions and hands-on practice of making educational posters. This PKM activity is expected to play an active role in the socialization of digital literacy at SMA Negeri 1 Campalagian. Digital literacy education at SMAN 1 Campalagian began in the scouting movement to form noble character/personality and morals for the younger generation in the field of digital literacy. With this workshop, it is hoped that members of the scout movement can become the driving force in the digital literacy movement at SMAN 1 Campalagian. The target achievement in this training is that participants are able to explain the basic concepts of digital literacy and create digital literacy education posters. Participants were very enthusiastic in this Digital Literacy Activity as seen in the discussion between the presenters and participants. There is an exchange of information and experiences between participants and speakers involved in digital literacy. This is to maximize the positive impact of the development of information in terms of the ability to review and select the right information. And minimize the negative impact in facing the challenges of the digital world.

Digital literacy in early childhood education equips children with essential skills for learning, communication, and problem solving in a connected world. From tablets to interactive whiteboards, guided experiences help young learners navigate digital tools safely and ethically. Early exposure supports literacy development by offering multimedia stories, phonics apps, and collaborative games that reinforce memory and attention. Importantly, teachers integrate digital literacy with social-emotional learning, teaching young children how to share, take turns, and manage screen time. Families engaged in this work create consistent routines that bridge home and school, reinforcing concepts like searching for information, evaluating sources, and respecting others online. By embedding digital literacy in play and inquiry, schools prepare students for future classrooms, careers, and civic participation, while safeguarding well-being and creativity. This foundation supports lifelong learning, adaptability, and responsible innovation.

This study investigates the digital reading literacy of pre-service English teachers from the perspectives of their educators in teacher training institutions. By exploring how educators perceive, assess, and address the digital reading skills of future English teachers, this research aims to shed light on the challenges and opportunities present in developing this particular literacy. Data were collected through deep interviews and questionnaires distributed to five educators of an English education program from a school of teacher training in Indonesia. The data were analyzed using thematic analysis. Findings reveal four main themes; Digital reading literacy of pre-service English teachers; Integration of technology into teaching and learning context; Challenges in developing digital reading literacy; and Institutional and curriculum support. Then, it is found that while digital reading literacy is increasingly recognized as essential for future English teachers, significant gaps remain in terms of increasing pre-service English teachers’ motivation and autonomous learning capacity and integrating digital reading skills into the curriculum and classroom practices. The study concludes with recommendations for enhancing digital reading literacy instruction in the classrooms and supporting educators in adopting strategies to improve students’ digital reading literacy through providing sufficient training and embedding this literacy into the curriculum.

General Background: The integration of digital technology in education requires learning approaches that support digital literacy and critical thinking development in science education. Physics learning in junior high schools often remains teacher-centered, resulting in limited student participation and shallow conceptual understanding. Specific Background: Web-based simulations provide interactive environments that enable students to explore scientific concepts and digital resources, while the Guided Discovery Learning model encourages active investigation and conceptual discovery during instruction. Knowledge Gap: Despite the potential of these approaches, physics learning frequently focuses on content delivery and problem solving without optimally integrating digital exploration and guided discovery processes. Aims: This study aims to analyze the implementation of Guided Discovery Learning assisted by Web-Based Simulation in improving digital literacy and critical thinking skills among Grade IX junior high school students studying magnetism and its applications. Results: A quasi-experimental pretest–posttest control group design involving two classes demonstrated significant differences between experimental and control groups (Sig. &lt; 0.001). The experimental class showed higher improvements with N-gain values of 0.66 for digital literacy (moderate category) and 0.71 for critical thinking (high category). Novelty: The study presents empirical evidence on the integration of guided discovery learning with web-based simulation to support technology-mediated physics learning and student engagement. Implications: The findings indicate that contextual learning designs combining discovery-based instruction and digital simulations can support the development of digital literacy and critical thinking in junior high school physics learning, although implementation also depends on student readiness, digital competence, and environmental support. Highlights • Guided discovery learning with web simulations produced higher learning gains in experimental classes.• Digital literacy improvement reached moderate category with N-gain score of 0.66.• Critical thinking achievement reached high category with N-gain value of 0.71. Keywords Guided Discovery Learning; Web-Based Simulation; Digital Literacy; Critical Thinking; Physics Education

Digital transformation in payment systems is an important strategy in driving the efficiency of economic transactions, especially in the micro, small, and medium enterprises (MSMEs) sector. One of the payment system innovations that is growing rapidly in Indonesia is the Quick Response Code Indonesian Standard (QRIS), which is implemented by Bank Indonesia to unify various digital payment systems into one national standard. This study aims to analyze the implementation of QRIS in payment transactions for Coffee Shop business actors in Bangkalan. This study uses a descriptive qualitative method with a case study approach to five Coffee Shop business actors in Bangkalan who use QRIS as their main payment method. The results of the study show that the use of QRIS provides significant benefits such as ease of transactions, time efficiency, increased turnover, and transaction security. However, there are obstacles faced by business actors such as technical disruptions, dependence on a stable internet connection, and lack of technical education for business actors and consumers. This study recommends increasing digital literacy education, strengthening internet infrastructure, and technical support from the government and payment system service providers to support the optimization of QRIS implementation in the MSME sector, especially in the Coffee Shop industry.

This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the ‘datafication of everyday life’ (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.

One critical measure of success in workplaces is an employees’ ability to use competently the knowledge, skills and values that meet the needs of his job, satisfy the demands of the employer, and contribute to the overall achievement of institutional goals. The paper seeks to describe the employability of the graduates of Mindoro State University in consonance with the CMO 75, s.2017. The research utilized descriptive research design. The questionnaire enables the employers to express their feedback and satisfaction on the five areas of employability enumerated as professionalism and work ethic, communication and collaboration, critical thinking and problem solving, adaptability and flexibility, technological savvy and digital literacy. The research findings underline the graduates' commendable performance in demonstrating professionalism and work ethic, a vital aspect for success in the teaching profession. Additionally, the graduates exhibit strong communication and collaboration skills, an essential competency for educators who need to engage with colleagues, superiors, and stakeholders effectively. However, the feedback indicates room for growth in conflict resolution and creative problem-solving within collaborative settings. While the graduates excel in adaptability and flexibility, their aptitude in using technology, although strong, could be enhanced. Furthermore, the graduates' demonstrated strengths in critical thinking and problem-solving are accompanied by a readiness to embrace new challenges. Research's holistic evaluation of graduates' attributes showcases their preparedness for the demands of the educational sector. While the strengths are evident, tailored interventions to address areas of growth, like conflict resolution, creative problem-solving, and technology integration, can contribute to well-rounded and adaptable educators.

The ever-evolving digital ecosystem presents both opportunities and challenges for individuals, communities, and societies at large. Against this backdrop, education plays a critical role in equipping learners with the necessary competencies to harness the potential of digital technologies while mitigating associated risks. This study presents a comprehensive comparative analysis that provides educators with a new perspective on digital literacy. Leveraging CiteSpace to scrutinise two databases Web of Science (WoS) and China National Knowledge Internet (CNKI) separately, the analysis visually depicts the developmental trajectory of digital literacy research, identifies key thematic areas, and unveils potential research gaps. Within the international context, digital literacy research in WoS showcases a strong focus on practical applications, exploring its effects across diverse domains such as related literacy. Conversely, CNKI research predominantly delves into theoretical aspects, making notable contributions to the formulation of conceptual frameworks, and interdisciplinary explorations of digital literacy. Emerging trends indicate an increasing emphasis on digital ethics, misinformation, and data privacy. The research pinpoints research gaps among Chinese educators and policymakers, leading to a comprehensive understanding of digital literacy and offering fresh perspectives for future investigation. Given the pressing importance of digital literacy in the contemporary era, there arises an imperative to introduce and integrate education-oriented curricula within the Chinese educational system, thereby fostering a more profound and comprehensive pursuit of digital literacy among its learners.

This study examines publication trends and research developments in the field of digital literacy in education using bibliometric analysis. A total of 389 documents were retrieved from the Scopus database (2005 to mid-2025) using the keyword Digital Literacy and related educational terms. The PRISMA method was applied to ensure data validity and relevance. The analysis shows a significant increase in publications starting in 2013, peaking in 2023. Universitas Negeri Yogyakarta was identified as the most productive institution, while Indonesia led in publication volume (n=54), although its international collaboration rate remained low (12.85%). Authors from the United States and Indonesia contributed most frequently. The journal “Education and Information Technologies” was found to be the most productive. The most cited articles focused on informal learning, digital generations, and non-formal educational settings. Thematic evolution revealed conceptual deepening and the emergence of multidimensional approaches to digital literacy. Eight keyword clusters were identified, with new topics such as “Artificial Intelligence”, “Self-efficacy”, “Augmented Reality”, and “Inclusive Education” highlighting future research directions. These findings indicate that digital literacy in education now spans technical, pedagogical, affective, and social dimensions. However, this study is limited to the Scopus database and only includes data up to mid-2025. Future research is encouraged to explore digital literacy in specific educational settings such as vocational, out-of-school, and hybrid learning. Additional gaps include teacher competence in AI integration, challenges in inclusive digital learning, and the need for locally relevant digital literacy indicators.