This study analyzes the relationship between functional digital access and knowledge-economy practices among young Ecuadorian adults, with emphasis on their implications for sustainable digital inclusion and knowledge-based development. The study is based on the premise that access to the Internet, devices, and technological tools does not necessarily ensure critical, productive, collaborative, or knowledge-generating uses of information. A quantitative, non-experimental, cross-sectional, and descriptive-correlational design was applied to a non-probabilistic sample of 441 young Ecuadorian adults aged 18 to 30. Data were collected through an online self-reported questionnaire and analyzed using descriptive statistics, reliability analysis, KMO and Bartlett indicators, confirmatory factor analysis, the Mann–Whitney U test, effect sizes, and Spearman’s rho with 95% confidence intervals. The instrument showed very high internal consistency for knowledge-economy practices (α=0.978; ω=0.978) and functional digital access and technological resources (α=0.963; ω=0.964). The CFA supported the proposed three-factor structure of knowledge-economy practices more strongly than a one-factor model, although the high reliability coefficients also suggest possible item homogeneity. The results showed that functional digital access was perceived more favorably than knowledge-economy practices. A very strong, positive, and statistically significant association was found between functional digital access and knowledge-economy practices (ρ=0.822, 95% CI [0.765, 0.870], p<0.001). Information management and collaboration was the dimension most strongly associated with functional digital access (ρ=0.820, 95% CI [0.764, 0.868], p<0.001). Women reported higher scores than men in knowledge-economy practices, although the effect size was small (r=0.158; rrb=0.184). These findings suggest that functional digital access is a necessary but insufficient condition for sustainable digital inclusion. The study contributes empirical evidence from a developing-country context and highlights the need for educational and public-policy strategies that transform connectivity into critical learning, collaboration, innovation, employability, and knowledge creation.
Technology adoption enhances human resource capabilities to contribute to organizational efficiency and competitive advantage. This study examined how electronic human resources management (e-HRM) practices, moderated by digital literacy, improve organizational performance in North-Western Nigeria. The study was guided by the Technology Acceptance Model, complemented by Resource Base View and Human Capital Theories. Using a cross-sectional survey, data were collected by questionnaire from 592 employees of seven federal universities in North-Western Nigeria. A total sample size of 448 respondents was used. Descriptive and inferential statistics tests using the Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to analyse the data. The findings revealed that digital literacy, e-communication and e-performance appraisal have positive and statistically significant effects on organizational performance, while e-recruitment has a negative statistically significant effect on organizational performance. This suggests that the existing e-recruitment systems may not be adequately developed, properly utilized, or effectively integrated into institutional recruitment processes. Also, digital literacy has a significant moderating role in the relationship between e-performance appraisal, e-communication, and organizational performance. However, digital literacy exhibited negative but significant moderating influence on the relationship between e-recruitment and organizational performance. This would imply that possessing digital competencies alone is insufficient to guarantee improved recruitment outcomes when the supporting technological infrastructure and recruitment systems are ineffective Based on these findings, the study recommends that the management of federal universities should establish technical support and mentoring systems to ensure staff continuously improve their digital capabilities and adapt to evolving technologies.
Sonny Emmanuel Braide, Munir Shehu Mashi PhD, Adamu Yahya PhD· International Journal of Lat...· 0 citations
It is argued that digital literacy constitutes a foundational social determinant of welfare access in the digital age, and evidence-based recommendations for policy reform, targeted literacy programmes, and inclusive platform design are advanced.
S. Kannangara· Sri Lanka Journal of Social...· 0 citations
The Andaman and Nicobar Islands in India, with their unique geographical isolation and limited infrastructure, present a distinct environment for Small and Medium-sized Enterprises. In such a context, digitalization has the potential to transform how local businesses operate, connect with markets, and manage resources. This study aims to explore the determinants that influence the impact of digitalization on SMEs operating in this ecologically sensitive and logistically challenged region. A structured questionnaire was developed with five core dimensions such as awareness, training, usage, investment, and the impact. Primary data was collected from 53 registered SMEs during May 2025. This study used Descriptive Statistics, ANOVA and Correlation to get insights about the data. Further, using Structural Equation Modeling (SEM), this study validated the relationships among constructs and assessed the influence of awareness, training, usage and investment on the impact. The SEM results reveal statistically significant relationships, indicating that awareness and training positively influence digital usage, training drives usage, digital usage significantly boosts investment and investment strongly impacts overall digital outcomes for SMEs. The study underscores the need for structured training programs, policy support, and accessible digital infrastructure to enhance the digital maturity of island-based SMEs.
B. Charumathi, Shalika Santosh· Social Science Research Netw...· 0 citations
As financial transactions and information increasingly migrate to digital platforms, financial literacy is becoming closely connected to digital competence. This study examines how information and communication technology (ICT) conditions at the student, school, and country levels are associated with adolescents’ financial literacy performance, using data from 57,970 15-year-old students across 14 countries participating in the Programme for International Student Assessment (PISA) 2022. Using a multilevel modeling approach, the analysis situates financial literacy within digitally mediated learning environments that structure how students engage with technology-based assessment tasks across levels of the education system. The findings indicate that while individual ICT access and school-level digital policies initially show positive associations with performance, these relationships largely disappear after accounting for socioeconomic background. In contrast, students’ perceived quality of ICT access at school remains positively associated with financial literacy in the fully adjusted model, suggesting that the reliability and functionality of digital infrastructures shape how students engage with digitally mediated financial tasks. National digital readiness—measured using the Network Readiness Index—explains part of the between-country variation but operates primarily as a distal contextual factor. Overall, the findings suggest that educational inequalities in financial literacy are linked not only to digital access but also to the quality and integration of digital environments in students’ learning experiences, which serve as the foundational infrastructure for deploying future adaptive and personalized learning systems.
Rachel Feldman, Pascale Benoliel· Technology, Knowledge and Le...· 0 citations
In the context of digital transformation in higher education, cyberspace has become an integral part of university life, where students learn, communicate, share information, and develop new behavioural norms. This study examines the digital culture and online behaviour of students at Trade Union University in order to explore their participation in digital environments, perceptions of digital responsibility, online communication practices, and factors influencing students’ digital culture. A mixed-methods approach was employed, combining a questionnaire survey of 300 students with in-depth interviews involving students, lecturers, and university administrators. The findings indicate that students frequently use social media and online platforms for learning and academic communication. Most respondents demonstrated positive awareness of information verification, respect for digital copyright, and civil online communication; however, a noticeable gap remains between awareness and actual practice, particularly in the ethical use of AI-assisted learning tools, protection of personal data, and compliance with digital academic integrity standards. The study also highlights the influence of lecturers, university management, peer groups, and the broader digital environment in shaping students’ digital culture. Based on these findings, the article proposes several recommendations for promoting digital culture, strengthening digital citizenship education, and developing a safe, responsible, and humane online learning environment in higher education.
Pham Thi Kim Xuyen· EPRA International Journal o...· 0 citations
Student indiscipline remains a persistent challenge in Kenyan secondary schools, manifesting in absenteeism, violence, and destruction of property. Information and Communication Technology (ICT) offers potential solutions, yet empirical evidence on its perceived benefits for discipline management is limited, particularly in rural contexts. This study investigated the benefits of ICT tools in promoting student discipline in public secondary schools in Igembe North Sub County, Meru County, Kenya. A descriptive cross sectional survey was conducted with 241 respondents comprising principals, deputy principals, teachers, and school captains. Quantitative data were collected using a structured questionnaire with Likert scale items measuring five benefit dimensions, and qualitative data were gathered through open ended questions. Descriptive statistics (means, standard deviations, rankings) and thematic analysis were employed. The highest ranked benefit was improved monitoring of student behaviour (M = 3.15, SD = 0.68), followed by enhanced timely reporting and feedback (M = 3.05, SD = 0.64) and better record keeping (M = 2.98, SD = 0.62). Qualitative themes included faster response to misconduct, easier record retrieval, and quicker parent teacher communication. A mean of 6.2 discipline cases were managed using ICT, indicating active but variable use. The benefits variable demonstrated a perfect normal fit on Q Q plot, supporting parametric assumptions. However, benefits were unevenly experienced across schools and stakeholder positions; teachers rated benefits higher than principals, and preventive benefits (early identification of at risk students) were lowest ranked. The study concludes that while ICT benefits are clearly perceived, they remain process oriented and contingent on infrastructure, training, and contextual factors. Recommendations include sustained professional development and investment in proactive ICT applications.
Janet Mwoburi Maore, H. Omae, M. Thuranira· International journal of res...· 0 citations
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