A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism

Lin, Pei-Yi; Chai, Ching Sing; Jong, Morris Siu‐Yung

doi:10.3390/ijerph16245157

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…The relationship between eco-centric-oriented dispositions and digital-environmental awareness is positive and significant in the presence of the digital expertise mediator. This finding aligns with previous studies, which found that ICT competencies can mediate environmental optimism [100]. However, it is important to note that this positive association is primarily evident at higher levels of digital expertise.…”

Section: Discussionsupporting

confidence: 91%

Exploring Digital-Environment Habitus in Italy—How Digital Practices Reflect Users’ Environmental Orientations?

Ruiu,

Ragnedda

et al. 2024

Sustainability

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This study employs the Bourdieusian concept of habitus to explore how users’ mental dispositions are associated with both their eco-conscious use of digital technologies and online behaviours. The digital-environmental habitus, reflecting such a combination of digital technology use and environmental attitudes, is explored through an online survey of 1188 participants. Factorial analyses are used to measure the environmental orientation of digital users, their digital expertise, and the digital-environmental habitus, encompassing both awareness and behavioural dimensions. We then use a path structural model to investigate the relationship among these constructs. The results indicate that pro-environmental dispositions are associated with digital pro-environmental awareness and behaviours. The existence of digital-specific environmental awareness also enhances pro-environmental digital behaviours, emphasising the importance of educating users about the environmental impact of digital tools. While digital expertise alone does not significantly predict digital-environmental awareness, it does moderate the digital-environmental habitus’s behavioural aspect, promoting behaviours mutually beneficial for users and the environment. Further research is needed to understand how benefit-oriented and eco-centric environmentalism manifests in the digital arena.

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Section: Discussionsupporting

confidence: 91%

Exploring Digital-Environment Habitus in Italy—How Digital Practices Reflect Users’ Environmental Orientations?

Ruiu,

Ragnedda

et al. 2024

Sustainability

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“…In addition, this result suggests that male students are less aware of applying cyber-hygiene best practices, making them the most likely cyber victims. Thus, the results indicate the need to boost additional cyber-hygiene awareness actions for male students [29,34,62]. As highlighted earlier, female students in KSA universities are segregated and do not have direct contact with their male lecturers [15,63].…”

Section: Discussionmentioning

confidence: 86%

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

Salem

Sobaih

2023

Electronics

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The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes toward online learning, despite a high level of cybersecurity infrastructure and digital capabilities in KSA universities. There were several calls for enhancing higher-education students’ cyber-hygiene awareness to improve their cybersecurity behaviours, develop healthy cyber-hygiene habits, and ensure positive attitudes toward online learning amid COVID-19. The current research developed an integrated cyber-hygiene model for improving this behaviour entitled the quadruple “E” approach (QEA), which includes four stages: educate (E1), explore (E2), execute (E3), and evaluate (E4). The research compares students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-implementation of QEA. A sample of 446 bachelor students distributed between females and males in four public KSA universities was adopted during the academic year 2021. The results showed statistically significant differences in students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-adoption of the QEA. Students showed more positive cyber-hygiene behaviour and attitudes toward online learning post-QEA adoption than pre-QEA implementation. In addition, female students have more positive behaviour and attitudes than their male counterparts post the adoption of QEA. The current research stimulates positive cyber-hygiene behaviour and enhances attitudes toward online learning in universities, which have implications for the sustainability of KSA higher education, particularly in relation to SDGs 4 and 10.

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“…Recent research indicates that DS are required to access the internet, as well as to analyze and utilize online content [ 20 , 21 , 22 , 23 ]. Moreover, research has revealed that some students have the digital skills to be digital natives while others are like digital immigrants [ 21 , 24 , 25 , 26 ]. Others indicate that most students learn and develop their digital skills outside of formal studies, which further supports the notion of digital skills being developed for other purposes than learning [ 20 , 27 , 28 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Salem

Alsyed

Elshaer

2022

IJERPH

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Compatible with global sustainable development report, 2016 edition, and vision 2030, Saudi Arabia recognized the importance of technology in achieving the Sustainable Development Goals (SDGs). This paper aims to measure the self-perception of digital skills among students in Saudi Arabia’s higher education system to understand how they were influenced before and amid the COVID-19 pandemic. In 2019 before the COVID-19 pandemic, we started a project to study the self-perception of digital skills among Saudi Arabia university students (group A). A total of 469 students participated in this research. The validity and reliability of the employed scale were tested with first-order confirmatory factor analysis (CFA). The differences between the two groups (before and amid the pandemic) were tested through the Mann–Whitney U test. The results for group A (N = 232 students) showed a higher self-perception of their digital skills. In March 2020, amid the pandemic, Saudi Arabia closed and shifted to technology-based teaching like many other countries worldwide. After students’ return to universities in 2021, an evaluation of how the students perceived their own digital skills was again conducted (group B). The results for group B (N = 237 students) demonstrated a lower level of confidence in their own digital abilities. Comparing two groups (A and B), after the educational course was administered, group A (prior to COVID-19) had greater self-perceptions of digital skills than group B (amid COVID-19). Students’ perceptions of their own digital skills have been negatively impacted as a result of the pandemic situation caused by COVID-19. The collected evidence suggests that there is a difference, and that this difference is statistically significant. As a result of the substantial relationship between self-perception of digital skills and how students deal with reality based on their own self-perception, Saudi Arabia higher education ministry shifted teaching methods to be based on technology. Other significant findings and their implications for practice and theory were reported in this study. Finally, limitations and prospects for future research were also elaborated.

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A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism

Cited by 5 publications

References 39 publications

Exploring Digital-Environment Habitus in Italy—How Digital Practices Reflect Users’ Environmental Orientations?

Exploring Digital-Environment Habitus in Italy—How Digital Practices Reflect Users’ Environmental Orientations?

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

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