Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review

Choudhary, Heena; Bansal, Nidhi

doi:10.30880/jtet.2022.14.01.010

Cited by 9 publications

(7 citation statements)

References 71 publications

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“…Methodological changes and teacher training are linked to improved digital competence and progress toward inclusive education (Rodríguez, Calvo, and Martín, 2020;Hand, 2023). However, deficiencies persist in training programs and designing inclusive educational environments (Choudhary and Bansal, 2022;Herrera, Crisol, and Montes, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…This analysis was based on examining over 40,000 posts on Twitter and Instagram. Researchers from the University of Zaragoza (Blasco, Bitrián, and Coma, 2022) document making the most significant contribution is that of Blasco, Bitrián, and Coma (2022), followed by Kochanowicz (2023) and Choudhary and Bansal (2022). The remaining documents contribute between 14-18%.…”

Section: Figure 4: Biblioshiny Output For Bibliometrix: Relationship ...mentioning

confidence: 99%

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Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

Zarceño García de Soriano,

Agreda Montoro,

Ortiz Colón

2024

EJEL

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This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

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Section: Discussionmentioning

confidence: 99%

Section: Figure 4: Biblioshiny Output For Bibliometrix: Relationship ...mentioning

confidence: 99%

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

Zarceño García de Soriano,

Agreda Montoro,

Ortiz Colón

2024

EJEL

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“…It also enables the development of technical skills, the acquisition of knowledge, the effective use of tools, and the formation of financial habits. Therefore, talking about financial education aims to create ecosystems with greater inclusion and participation (Heena and Himanshi, 2023). Das and Maji (2023) demonstrated that the determining factors for obtaining financial literacy include economic status, financial inclusion, marital status, and financial confidence.…”

Section: Theoretical Foundationmentioning

confidence: 99%

Importance of Customer Service Channels, Services, and Products in Financial Culture

Escobedo,

Cruz-Tarrillo,

Aguirre Reyes

et al. 2024

Acad. J. Interdiscip. Stud.

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In this context where we live, equal access and participation of young people to financial services is a pending agenda. This research aims to determine financial inclusion's influence on higher education students' financial culture. This research is carried out under the parameters of the positivist paradigm with a non-experimental cross-sectional design. It was necessary to apply non-probabilistic convenience sampling to collect the data, obtaining 920 respondents. On the other hand, the exploratory and confirmatory analysis was carried out to find the factorial structure of the constructs. Furthermore, to test the proposed theoretical model, applying the methodology of structural equations was necessary. The results indicate an influence between the study variables, obtaining a ?= 0.855 and a p-value of 0.000. Besides, financial products influence financial culture with a ?= 0.331 and a p-value of 0.000), financial services in financial culture with a ?= 0.321 and a p-value of 0.000, and customer service channels in financial culture with a ?= 0.279 and a p-value of 0.000. Received: 11 November 2023 / Accepted: 28 January 2024 / Published: 5 March 2024

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“…This digital divide disproportionately affects underserved communities, including low-income households, rural areas, and marginalized populations. Without equitable access to technology and internet connectivity, students from these communities face significant barriers to acquiring essential digital literacy skills (Enebe, et al, 2019;Choudhary, and Bansal, 2022), placing them at a disadvantage compared to their more privileged counterparts. Moreover, social equity in education is closely intertwined with digital literacy.…”

Section: Background On Digital Literacy and Social Equity In Educationmentioning

confidence: 99%

Promoting Digital Literacy and Social Equity in Education: Lessons From Successful Initiatives

Chima Abimbola Eden,

Onyebuchi Nneamaka Chisom,

Idowu Sulaimon Adeniyi

2024

Int. j. manag. entrep. res

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Promoting digital literacy and social equity in education is a critical endeavor in our increasingly digital world. This review explores lessons gleaned from successful initiatives aimed at achieving this goal. Digital literacy encompasses the ability to effectively navigate, evaluate, and create digital content. It is a fundamental skill set for participation in modern society and the workforce. However, access to digital resources and education is unevenly distributed, exacerbating existing social inequalities. Successful initiatives in promoting digital literacy and social equity in education have demonstrated several key principles. Firstly, they prioritize equitable access to technology and internet connectivity, ensuring that all students have the necessary tools to engage in digital learning. Additionally, these initiatives recognize the importance of culturally relevant and inclusive curriculum that reflects the diverse backgrounds and experiences of students. By incorporating content that resonates with students' lives, they foster greater engagement and participation in digital learning activities. Furthermore, successful initiatives emphasize the development of critical thinking and digital citizenship skills. Students are taught how to responsibly navigate online spaces, critically evaluate information, and engage in respectful online discourse. These skills are essential for students to become informed and ethical participants in the digital world. Collaboration between educators, policymakers, and community stakeholders is another hallmark of successful initiatives. By working together, these stakeholders can leverage resources and expertise to create comprehensive strategies for promoting digital literacy and social equity in education. Successful initiatives in promoting digital literacy and social equity in education prioritize equitable access, culturally relevant curriculum, development of critical skills, and collaboration among stakeholders. By learning from these initiatives, educators and policymakers can work towards creating a more inclusive and equitable educational system in the digital age. Keywords: Education, Literacy, Digital, Social Equity, Initiatives, Review.

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Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review

Cited by 9 publications

References 71 publications

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

Importance of Customer Service Channels, Services, and Products in Financial Culture

Promoting Digital Literacy and Social Equity in Education: Lessons From Successful Initiatives

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