TL;DR
The research found that digital platform support is associated with higher learning motivation, which in turn is linked to labour literacy, with self-regulated learning serving as an additional intermediating pathway.
Enhancing student learning outcomes in the digital age is a primary concern for contemporary vocational education, where digital competence is increasingly vital for scholastic success. This study investigates the influence of digital literacy on Informatics learning outcomes, specifically exploring the mediating roles of learning motivation and self-efficacy. Utilizing a quantitative framework, the research employed a purposive sampling technique to collect data from 102 students enrolled in the Office Management and Business Services (MPLB) and Digital Business and Marketing (BDP) programs at SMK Negeri 2 Bukittinggi. The collected data were analyzed via Structural Equation Modeling–Partial Least Squares (SEM-PLS) using SmartPLS 4.0. Empirical results reveal that digital literacy exerts a direct, positive, and significant effect on Informatics learning outcomes. Furthermore, digital literacy demonstrates a positive influence on both learning motivation and self-efficacy. Notably, both motivation and self-efficacy were found to significantly mediate the connection between digital literacy and academic results. These findings underscore the critical role of digital literacy in academic attainment, suggesting that pedagogical strategies in vocational institutions should incorporate methods that foster psychological engagement to maximize student outcomes in an increasingly digital educational landscape.
Blended learning requires students to regulate their learning and use digital technologies effectively; however, academic performance remains shaped by psychological and social factors. Previous studies have tended to examine self-efficacy, perceived social support, self-regulated learning, and digital literacy separately, leaving the mechanisms connecting these factors insufficiently integrated. This study tested a model of student academic performance in blended learning, with digital literacy as a mediator. A cross-sectional quantitative design involved 449 students from three private universities in Jakarta selected through purposive sampling. Data were collected using measures of academic self-efficacy, perceived social support, self-regulated learning, digital literacy, and cumulative grade point average, and were analyzed using path analysis and mediation tests. The model demonstrated excellent fit. Academic self-efficacy, perceived social support, and digital literacy had positive and significant direct effects on academic performance, whereas self-regulated learning had no significant direct effect. Digital literacy mediated the effects of academic self-efficacy and self-regulated learning on academic performance. The study's novelty lies in positioning digital literacy as a mechanism that translates students' psychological learning resources into academic achievement, while perceived social support retains a direct role in post-pandemic blended learning.
This study examines how teaching style, ChatGPT usage, and digital literacy collectively influence motivation, anxiety, and creativity among Chinese EFL learners, while investigating motivation's mediating role in these relationships. Adopting a quantitative approach, data were collected from n =290 undergraduate students using validated scales and analysed through structural equation modelling. The findings indicate that student-cantered teaching, strategic ChatGPT integration, and digital literacy are positively associated with higher motivation. Higher motivation, in turn, is associated with lower anxiety, and lower anxiety is associated with higher creativity. Furthermore, motivation fully mediates the associations between the three antecedents (teaching style, ChatGPT use, digital literacy) and anxiety, highlighting its central role in emotional outcomes within the tested model. The study contributes to self-determination theory by demonstrating how pedagogical and technological factors synergistically support learners' psychological needs, while extending the cognitive-affective theory of learning with media by clarifying motivation's mediational function. Practical implications highlight the need for teacher training programs that combine innovative pedagogy, AI tool utilization, and digital literacy development to optimize language learning experiences. The research underscores the importance of motivation-centered approaches in technology-enhanced EFL education, particularly in high-stakes learning environments.
This study aims to investigate the role of training delivery mode in determining the effectiveness of digital literacy training and, consequently, the acquisition of digital competence among university students in Kenya. The rapid adoption of digital technology has changed skill requirements in the labour market, compelling educational institutions to equip individuals with digital competencies. The Technology Acceptance Model (TAM) formed the basis for the convergent mixed-methods approach used in this study. Quantitative data were collected using structured questionnaires from 384 randomly selected final-year students across six universities in Kenya, while qualitative data were collected through interviews with 20 university administrators and 15 human resource managers. Descriptive findings revealed that although 78.4 per cent of students had received formal training in digital technologies, they lacked advanced digital competencies. Moderation analysis showed that blended delivery significantly increased digital competence acquisition (interaction β = 0.178, p = 0.024) and improved employability through enhanced problem-solving skills and effective application of learned skills in the workplace. Qualitative findings indicated that blended learning was preferred because face-to-face interaction facilitated understanding of difficult concepts. The findings demonstrate that training delivery mode moderates the relationship between digital literacy training and competency development, with blended delivery producing better outcomes. The study recommends that universities adopt blended learning models for digital literacy training. It contributes to research by demonstrating that training effectiveness depends substantially on how training
This study examines the influence of self-efficacy, digital literacy, and social support on work readiness among students of the Faculty of Teacher Training and Education (FKIP). A quantitative research design was employed, with data collected through structured questionnaires administered to FKIP students. The data were analyzed using multiple linear regression analysis. The results indicate that self-efficacy, digital literacy, and social support each have a positive and statistically significant effect on students’ work readiness. Among the predictors, self-efficacy emerges as the most dominant factor, followed by digital literacy, while social support shows a smaller yet meaningful contribution. These findings suggest that FKIP students’ readiness to enter the teaching profession is shaped by a combination of internal psychological resources, digital competencies, and supportive social environments. The study underscores the importance of strengthening self-efficacy, integrating digital literacy into teacher education curricula, and providing structured academic support to enhance the professional readiness of prospective teachers.
This study examines how digitally mediated learning conditions shape students’ self-perceived employability (SPE) by focusing on two explanatory learning resources: academic self-efficacy (ASE) and online self-regulated learning (OSRL). Drawing on social cognitive theory and social cognitive career theory, this study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability. A two-stage research design was employed. In the qualitative stage, group discussions with lecturers and interviews with students were conducted to refine the measurement scales and ensure contextual appropriateness. In the quantitative stage, survey data were collected from 335 third- and fourth-year university students in Ho Chi Minh City, Vietnam, who had recently completed at least one online or blended course. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that DLQ, AT, and PCBL are positively associated with ASE and OSRL. AT is the strongest predictor of both ASE and OSRL, whereas compared with DLQ, PCBL is more strongly directly associated with SPE. In addition, both the ASE and OSRL positively predict the SPE, with the effect of the ASE being greater. The model explains a substantial proportion of the variance in SPE, highlighting the importance of psycho-behavioral learning resources in the translation of digital learning experiences into perceived career readiness. This study contributes to the literature by linking digital learning environment factors with employability perceptions through internal learning resources, while also offering practical implications for improving online and blended course design in higher education.
