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The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location.

The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis.

The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations.

The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.

This study investigates the digital competence (DC) of undergraduate students, considering three key dimensions: use of Information and Communication Technologies (ICT) resources, knowledge about ICT resources, and attitude towards ICT. We also examined the relationship between these aspects in order to build a DC assessment framework.

A structured questionnaire was administered to students from several universities in Vietnam in order to assess their DC. A PLS analysis was conducted based on data from 551 valid responses.

Statistical analyses showed that the DC of students was quite low. The findings certify that knowledge of ICT resources is a total intermediate variable in the impact of attitude towards ICT on the use of ICT resources by students.

Our findings provide important implications for policymakers and teachers' insights for authorities, universities, and scholars to develop strategies for DC of students in higher education.

This study is the first to explore the DC assessment framework for students in higher education in an emerging market, Vietnam.

This article explores how digital exclusion measured by citizens' occasional social media use and their skeptical social media attitude may affect their satisfaction with democracy (SWD), which is critical for public engagement and democratic stability in Europe.

This study employs multilevel regression to test the hypotheses proposed in the context of Europe and uses cross-level data sources. Individual-level data, including social media use frequency and attitude and SWD, come from the 2012, 2014 and 2016 Eurobarometer surveys. Country-level data are derived from multiple pre-existing datasets.

The empirical results suggest that digital exclusion measured by occasional use and skeptical attitude are negatively associated with the likelihood of SWD. Additionally, the negative effect of a skeptical attitude increases in importance over time. Finally, although government transparency can mitigate the negative effect of a skeptical attitude, its role in mitigating the negative effect of occasional use is effective only in countries with moderate or low transparency levels.

This study preliminarily explores the direct, changing and conditional impacts of digital exclusion in social media on SWD. It also deepens our understanding of digital exclusion by differentiating between its physical and motivational aspects, which relate to public engagement and equity and then comparing their relative importance.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

In Egypt human capital is perceived as Egypt’s best resource, over 50% of Egypt’s population is under the age of 25. On its behalf, the Egyptian government has made a strong commitment to invest in education and to ensure that today’s students receive an education that will equip them to integrate in the Information Society (Ministry of Communications and Information Technology, 2006). Therefore, Egyptian students are expected to be taught the skills and obtain the necessary familiarity with the technologies so they can continually adapt to a work world of continuous technological innovations, and makes it easier for students to access knowledge.

The analysis of student teachers’ elaboration of their investment of ICTs either in academic or practical fields reveals that the effective integration of ICTs into Egyptian education is a complex, multifaceted process that involves not just technology competencies training but also curriculum and pedagogy revolution, institutional readiness, and well established and maintained infrastructure.

The characteristics of public library staff, which affect attitudes to the Internet, are considered based on the results of a PhD study. Data generated from a survey of more than 900 public library staff in England, which included an amended version of the technology acceptance model in conjunction with management interviews, focus groups with staff and a bulletin board, was analysed and the most pertinent results presented. The influence of gender, age, organisational variables, computer skills, ICT experience and subjective norm are explored. Key findings include the influence of current post and type of post on perceptions of the usefulness of the Internet whilst the age and place of work affected perceptions of the ease of use of the Internet. Recommendations include confidence‐raising training, attention to the needs of flexible workers and promotion of positive messages.

New information and communication technologies provide tools that help users to progress from traditional teaching methods towards new and more participative approaches consistent with collaborative learning. This study aims to assess the application of online discussion forums as a support tool for lecturing in marketing.

The authors seek to pinpoint which factors determine student use of online forums on the basis of the Technology Acceptance Model and to provide empirical evidence concerning their impact on learning performance.

The findings indicate that it is not ease of use but perceived usefulness that determines a positive attitude towards forums, an attitude which in turn influences forum use and perceived learning. Adopting a new learning system may be seen as a gradual process in which students become involved as they develop a positive attitude towards the system.

Lecturers and web developers should pay particular care not only to the layout of the web site supporting the forums, but also to their usefulness and ability to stimulate ongoing and interesting debates among students.

The findings of the study are valuable in helping lecturers and educational administrators in the application and promotion of online forums for creating knowledge through internal and interactive dialogue in a more conversational model of learning.

The purpose of this paper is to examine the use of information communication technology (ICT) in 31 college libraries in Karnataka, India by investigating the ICT infrastructure, current status of library automation, barriers to implementation of library automation and also librarians' attitudes towards the use of ICT.

Data‐gathering tools used included questionnaire, observation and informal interview with selected college librarians.

Application of ICT in Indian college libraries has not reached a very high level. Lack of budget, lack of manpower, lack of skilled staff and lack of training are the main constraints for not automating library activities. Even though library professionals have shown a positive attitude towards the use of ICT applications and library automation, they need extensive and appropriate training to make use of ICT tools.

This is a comprehensive study on the use of ICT in Indian college libraries. Its findings should help college librarians, local government and also the University Grants Commission, New Delhi.

The purpose of this paper is to investigate the challenges of using ICT in secondary schools in Sweden from teachers’ perspectives.

The research followed a qualitative research approach. First, a conceptual framework was developed based on previous research. Then, four teachers, teaching in six different subjects in secondary schools in Sweden, participated in semi-structured interviews that consisted of open-ended questions exploring their views on the challenges of using ICT in secondary schools.

According to the results, the authors found that the biggest challenges were associated with the perspective of teaching and teaching preparation. Most challenges from previous research have been re-confirmed by the interviewees in this study. In addition, some new challenges were identified in this study. For instance, the results indicated that it was time consuming to find plagiarism of students’ exercises, and there was a lack of ICT training of digital resources provided by the schools.

The investigation of using ICT in secondary schools is of scientific significance because it enriches the understanding of strengths and challenges of using ICT in educational activities. In particular, this research aims to shed light on challenges that teachers may face when using ICT in secondary schools. This research can also contribute to making future strategic plans for the use of ICT in secondary schools.

The study aims to empirically test the effects of antecedents on behavioral intentions towards Uber-ridesharing services. The antecedents are perceived value (hedonic, utilitarian, epistemic, and symbolic value), e-Attitude, and technology attachment (smartphone use, Internet use, and e-Involvement). Moreover, the study explores the mediating effect of three-dimensional perceived value (hedonic, utilitarian, and epistemic value) and e-Attitude; and the moderating effect of symbolic value on behavioral intentions towards Uber-ridesharing services.

A mixed survey (75% Google Form, 25% face to face) was conducted in Bangladesh to collect data from customers who had previously participated in Uber-ridesharing services, one of the largest ridesharing platforms in Bangladesh. Subsequently, data were analyzed based on the structural equation modeling technique using SmartPLS 3.3.3.

The study findings revealed that hedonic value, utilitarian value, epistemic value, symbolic value, e-Attitude, smartphone use, internet use, e-Involvement had a direct significant positive impact on behavioral intentions. Also, e-Attitude significantly impacted hedonic, utilitarian, and epistemic value. In addition, Smartphone use, internet use, and e-Involvement significantly influenced e-Attitude. Moreover, the study findings revealed that hedonic, utilitarian, and epistemic value partially mediates between e-Attitude and behavioral intentions; and e-Attitude partially mediates between Smartphone use, Internet use, and e-Involvement and hedonic, utilitarian, and epistemic value and behavioral intentions. Furthermore, the results indicate that epistemic value significantly moderates the relationship between hedonic, utilitarian, and epistemic value and behavioral intentions.

This study uncovers some insightful findings for ridesharing services providers and managers helping to build customers' positive behavioral intentions towards Uber-ridesharing services. In particular, practitioners can improve cost-efficiency, hedonic and symbolic aspects, availability of rides of Uber-ridesharing services. Moreover, the ridesharing services managers should adopt technology-based service opportunities.

The study enriches sharing economy literature, especially ridesharing services, exploring the direct effect of epistemic value, e-Attitude, smartphone use, Internet use, and e-Involvement on behavioral intentions. Moreover, this study presents smartphone use, Internet use, and e-Involvement as new antecedents of e-Attitude and behavioral intentions. Furthermore, the study explores the mediating effect of hedonic, utilitarian, and epistemic value and e-Attitude; and the moderating effect of symbolic value in Uber-ridesharing service perspective.