TY  - JOUR
AB  - Purpose This study aimed to examine the impact of ICT and digital knowledge on students’ thoughts and beliefs. Using Information and Communication Technology (ICT) in learning and teaching processes can improve the interpretation of knowledge, not only in the learning process but also for thoughts and beliefs. Beliefs and thoughts as propositional content are understood to be a subjective manner of knowing and becoming a focal point of education process. In addition, ICT plays a vital role in enhancing the efficiency of the teaching process which can change the thoughts of learners. So, in this paper, the usage of ICT in education was considered as a key factor for improving students’ thoughts and beliefs. In addition, a conceptual model was proposed to evaluate this impact.Design/methodology/approach Data were collected from 384 students from secondary schools in Iran. For assessing the elements of the model, a complete questionnaire was designed. For statistical analysis of questionnaires, SPSS 22 and SMART-PLS 3.2 software package was used.Findings The obtained results showed the high strength of the proposed model. The outcomes indicated that digital technology acceptance positively affects students’ thoughts and beliefs. In addition, the findings showed that the role of digital knowledge, digital training facilities and digital education content on students’ thoughts and beliefs was significant.Research limitations/implications The authors deal with one experiment and so the results cannot be generalized. The trail should be repeated with many groups and in diverse contexts.Originality/value Despite the importance of the investigating the impact of ICT and digital knowledge on the students’ thoughts and beliefs, the relationship among these factors was not examined well in previous research. Thus, the investigation of the impact of ICT and digital knowledge on the students’ thoughts and beliefs is the main originality of this research. For this goal, a new conceptual model is proposed, which has 11 sub-indicators within four variables: digital technology acceptance, digital knowledge, digital training facilities and digital education content.
VL  - 17
IS  - 5
SN  - 1726-0531
DO  - 10.1108/JEDT-01-2019-0008
UR  - https://doi.org/10.1108/JEDT-01-2019-0008
AU  - Rajabion Lila
AU  - Wakil Karzan
AU  - Badfar Arshad
AU  - Mojtabavi Naeini Shahrzad
AU  - Zareie Batool
PY  - 2019
Y1  - 2019/01/01
TI  - A new model for assessing the impact of ICT and digital knowledge on students’ thoughts and beliefs
T2  - Journal of Engineering, Design and Technology
PB  - Emerald Publishing Limited
SP  - 943
EP  - 959
Y2  - 2024/04/24
ER  -