To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students' ICT competencies, and…

This synthesis report summarises the impact of technology-enabled learning (TEL) initiatives by the Commonwealth of Learning (COL) across Member Countries, emphasising the role of TEL in enhancing educational outcomes. The report provides an overview of blended learning (BL) interventions, highlighting successful strategies, technological…

The gender digital divide (GDD) is a social phenomenon that denies citizens access to technologies, the internet, and the services associated with Education 4.0. Reducing this gap requires communicative literacy, which allows scaling knowledge, skills, and attitudes to create forms of media expression to interact effectively in virtual…

Training pre-service teachers has become more important with the significant changes in the utilization of educational technologies in the 21st century. That said, educators are now expected to be digitally literate, capable of accepting and using new technologies by employing skills in the use of web tools. Accordingly, this quantitatively driven…

This qualitative study investigated the status of technology integration in Texas adult education and literacy classrooms from the perspective of program directors. Researchers conducted 15 semi-structured interviews to learn about technology integration. The findings revealed that available technology resources, teaching and integrating digital…

Digital and information literacy skills are necessary to succeed in today's knowledge economy but for the millions of people in the world without internet access, a frustratingCatch-22 exists: How can they develop digital literacy skills without internet access? When they get access, what good is the internet to them if they don't have the skills…

Digital text has become the dominant medium for participation in higher education. Yet little is known about the consequences from the shift to digital text usage on the academic reading practices of specific groups of students. Using a unique data set of higher education students, we analyse differences in digital reading skills, practices,…

This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four inservice teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative…

This brief explains what digital literacy skills are and why they are important. It describes what skills students need for digital literacy and provides tips for integrating digital literacy in the adult education classroom.

Education systems and teachers should transform and equip technology to be more resilient and adaptive to the new order after the COVID-19 pandemic. Teachers need support in this aspect. Teachers should be media and digitally literate as they should know to use mass media sources, from print to video and the internet. This study aims to reveal…

Virtual Reality (VR) technology in learning activities assists in visualizing abstract phenomena of physics concepts. This technology supports the delivery of effective and meaningful learning experiences. The main objectives of this study, therefore, are to analyze the level of students' readiness to use VR technology in higher education, and to…

Aim/Purpose: Despite increasing access to technology, persistent disparities in digital competence and self-efficacy remain among marginalized pre-service teachers, often exacerbated by systemic inequities and the digital divide. This research explores the gap in knowledge of the lived experiences of marginalized pre-service teachers' (PST) prior…

In the digital-revolutionary era, the role of teachers utilizing ICT-based learning resources in schools has become very important. However, it has become evident that its application is not always optimal. This can be the case in some schools in developing countries, possibly because of factors such as human resources, readiness, facilities, and…

The aim of this study was to determine how efficiently different countries, comparatively, use educational inputs, which are considered to affect information and communication technology literacy. The study was designed using the survey model. The study was conducted with data belonging to 21 countries participating in the International Computer…

This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy…