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This study aimed to acquire a comprehensive understanding of the digital literacy skills possessed by first-year students and how they impact students' participation in online classes.

This research was conducted using a quantitative method to investigate first-year students' digital literacy and its effect on their interaction in online learning. Nine hundred and two students from 19 online English writing classes were invited to complete an online survey questionnaire. The sampling approach was conducted by a nonrandom method. Prior to the data collection, the instrument was reviewed by researchers and peers with quantitative and Indonesian language backgrounds. The procedure was conducted to ensure that the instrument covered the objective of the research.

The results showed that students digital literacy in the first semester, in general, is still in the low category. The average score for each competency area still varies. The average score on information and data literacy competence was low. The average score for communication and collaboration competence was in the medium category. The average score for the digital content creation competence area is low.

The authors suggest that educational institutions should consider organizing primary student digital literacy training or optimizing the lecture process to improve students' digital literacy and further research could usefully explore how information and communication technology (ICT) skills affect student performance.

The study reveals the importance of digital literacy of students for online teaching learning. In order to achieve quality teaching in online methods, the digital literacy is a must for students. The study highlights the limitations of the study and indicates the necessity for further research in this area. The findings have immense implications for practice in a distance learning university, where online teaching learning has become a new normal post-Covid-19.

The authors present new findings on the digital literacy of first-year students and their effect on their interaction in online learning. The authors also make connections between digital literacy and student engagement in online classes, which is a significant contribution to the field. This paper also provides a comprehensive review of the literature on digital literacy and e-learning, which adds to the scholarship in the field.

The purpose of this paper is to investigate the levels of information and communication technology (ICT) literacy proficiency and experiences amongst Universities of Fort Hare and Rhodes undergraduate students, on the utilization of electronic resources amongst South Africa.

This research comprised of undergraduate students from the Universities of Fort Hare and Rhodes, who registered for a three- or four-year study. The study implemented the stratified random sampling procedure. The study’s sample size was proportionally distributed amongst all the faculties common to both universities. The mixed method was applied in the study. Of the 377 administered copies of the questionnaire, 285 were returned, of which 266 were deemed useable, thereby generating a 70.6% response rate. The results were analysed using the SPSS version 26.

Findings revealed that there is underutilization of electronic resources by the undergraduate respondents due to their low level of ICT proficiency and experience.

This original research article investigated the influence of ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa.

Industry 4.0 is assumed to yield extensive industry-spanning opportunities. However, exploiting these opportunities requires a targeted implementation of Industry 4.0. The purpose of this paper is to generate a deeper understanding of relevant implementation action. Existing recommendations are mostly general, highly aggregated and difficult to grasp. Yet, specific and concrete actions that need to be taken to accelerate the realization of Industry 4.0 are essential.

The article uses 13 semi-structured in-depth expert interviews as the source of empirical data. The interviews were conducted with managers from Industry 4.0-experienced German manufacturing companies. All interviews are analyzed using qualitative content analysis.

The study reveals relevant and targeted aspects for Industry 4.0 implementation: the development of Industry 4.0-specific know-how, securing financial resources, integrating employees into the implementation process and establishing an open-minded and flexible corporate culture. Further aspects include comprehensive planning processes, cooperation with external partners, proper handling of data interfaces, interdisciplinary communication, an adaptable organizational structure and data security.

The paper is limited to German manufacturing enterprises and should be transferred to other industries and countries.

The study supports managers to effectively implement Industry 4.0 within their organizations and consequently benefit from Industry 4.0 and derives recommendations for future research.

The paper is among the first to give specific and concrete examples for lessons learned from Industry 4.0 implementation, directly obtained from industrial application.

This research aims to intuit the trending technology hashtags (artificial intelligence (AI), blockchain, big data, cloud, enterprise resource planning (ERP), information and communication technology (ICT)) in the field of accounting by providing a bibliometric overview of research articles published in 28 years.

A bibliometric analysis of R software was used in this study. The Scopus database was considered to identify the broad research trends related to technology hashtags in the field of accounting from 1984 to 2021, as well as to gain a better understanding of the growing technology research hashtags in that period.

The bibliometric analysis reveals that the trending research topic focused on technology hashtags (AI, blockchain, big data, cloud, ERP and ICT) in the field of accounting has become important after 2010, as references and number of publications found before that year are scarce. The six trending technology hashtags (AI, blockchain, big data, cloud, ERP and ICT) framework for accounting were outlined in this study.

This research examined the trending technology hashtags in the field of accounting. Only scientific papers published in the Scopus database were analyzed.

This research will be able to understand the trending technology hashtags in the field of accounting, as it identifies the most frequent words, cloud (146), big data (91), AI (65), ERP (76), blockchain (6) and ICT (14). It also aids practitioners and scholars in detecting gaps in the existing literature as well as future research trends.

This research result could be a useful resource for researchers, practitioners and accounting professionals who are interested in the latest technology hashtags in the field of accounting. The current research establishes a new framework on the role of trending technology hashtags in accounting research (accounting technology hashtags, framework) comprising of six research pathways (RP) in the four branches of accounting that future researchers can use to think about and construct their study designs in the field of accounting.

The purpose of this paper is to explore the effects of emerging technology (technology adoption, perceived benefits, technological challenges and ease of use) and the auditing practice of accounting professionals.

The primary method of data collection was a questionnaire directed to newly practicing chartered accountants who are partners of sole proprietorship or partnership firms in India. The data were analyzed by using partial least squares structural equation modeling (PLS-SEM).

The findings revealed that there is a positive and significant relationship between characteristics of emerging technology (technology adoption, technological challenges and ease of use) and auditing practice, while factors of the perceived benefits had a negative relationship with auditing practice.

The study model would aid technology enabled audit research by giving a platform for a new study to investigate further detailed solutions to emerging information technology determinants.

This study illustrates how tools technique perceived benefit motivates sole proprietorship practicing auditors to adopt emerging technology- enabled auditing software for auditing client's financial statements. Further, this study has added to the information technology auditing literature and might add benefits to the numerous other audit firms to adopt in emerging technology tools their audit firm.

Audit firms, generally sole proprietorship and partnership firms, should be given enough awareness about the latest audit software tools to carry out their audit tasks efficiently.

The study findings highlight benefits of emerging technology-enabled auditing practice among owners/partners of the sole proprietorship or partnership firms, which is not extensively discussed in the prior studies. Furthermore, it broadens knowledge of perceived benefit, technological challenges and ease of use in technology-enabled audit software in the auditing and accounting literature.

The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.

To achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.

When completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. T

These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.

These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.

Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.

The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.

Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.

Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.

The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

There is considerable efforts by government and various agencies towards the development of information and communication technology (ICT) skills in the developing nations. The efforts include the procurement and deployment of ICT devices and curriculum development; but, these are not yielding the ultimate results as the digital divide continue to widen regionally. This calls for innovation in teaching and learning in ICT. The study assessed the effectiveness of infusion approach to teaching and learning in the tertiary education level. This approach utilises a framework and student-centred approach for which its effectiveness as an instructional delivery was tested for efficacy.

The study adopted quasi-experimental design with pretest and posttest comparison to assess the treatment given. Performance was measured quantitatively through online assessment.

The results showed a phenomenal effectiveness of infusion approach to teaching and learning of general ICT skills as the participants achieved very high performance at the end of the instructional period.

This research is based on general ICT skills and covers a regional cross-section of Nigeria.

Adoption of infusion approach to teaching and learning in ICT would close the prevailing knowledge gaps in the development of ICT skills.

This infusion approach would close the prevailing digital divide, thereby enhancing societal well-being.

This is a novel approach to the development of ICT skills, which would enhance teaching and learning in ICT.

This study aims to examine how the adoption of digital technologies affects the business competitiveness of countries in Latin American and European countries.

This study used a structural model based on factors representing the pillars of the Global Competitiveness Index: financial system, adoption of information and communication technologies (ICT), skills, labor market, product market, macroeconomic stability, business dynamism and gross domestic product (GDP) purchasing power parity (PPP) as a percentage of the total world value. The authors considered 17 Latin American and 28 European countries. The model was analyzed by partial least squares-structural equation modeling.

ICT adoption in Latin American countries is a strong predictor of business dynamism (66% of the variance), skills (81% of the variance), product market (75% of the variance), labor market (42% of the variance) and financial system (49% of the variance). Similarly, ICT adoption in European countries is a strong predictor of business dynamism (35.6% of the variance), skills (72.2% of the variance), product market (51.6% of the variance), labor market (81.7% of the variance, but with a negative path coefficient) and financial system (38% of the variance).

Latin American countries should create policies to build skills to increase ICT adoption, and improve business and labor market dynamism. A theoretical implication is that the authors propose two structural models based on the GCI that best explains competitiveness in Europe and Latin America.

Using GCI data, the authors present empirical evidence on the predictors of competitiveness across 17 Latin American and 28 European countries with a special focus on the adoption of digital technologies.