Search results

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.

This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.

The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.

Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.

This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.

This study explores the relationship between financial literacy and quality of life (QoL). The study further examines the mediating effect of fintech adoption and the moderating effect of leisure on the relationship between financial literacy and QoL.

Using convenience sampling, 345 respondents participated in a cross-sectional survey. To test the moderated mediation hypotheses, the PROCESS macro was used.

The results reveal the mediating effect of fintech adoption on the relationship between financial literacy and QoL, highlighting the importance of digital literacy in an increasingly digitalized society. Moreover, leisure moderates the mediating relationship. Individuals with high leisure are more likely to perceive the uncertainties and risks associated with new technology optimistically – an observation supported by existing literature on the relationships among leisure, perceived freedom, and internal locus of control.

Financial literacy must incorporate digital literacy in order to utilize innovative technology for more efficient financial management. Additionally, having a sense of control over life outcomes can lead to well-being.

Previous research on fintech adoption is mostly related to financial inclusion for the unbanked population in underprivileged rural areas. Here, fintech usage by the general public is the focus. The study also reveals the significance of leisure, as those who have high financial literacy are more likely to adopt fintech when they have more freedom in their lives, which leads to higher QoL.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-10-2021-0633.

The purpose of this paper is to assess the relationship between elderly people's health literacy skills and those people's decision to make use of digital health service platforms. Despite the substantial influence of digitisation on the delivery of healthcare services, understanding how health intervention strategies might help empower elderly people's health literacy skills is critical.

This paper analyses the existing trends in research on the convergence of health literacy, health intervention programmes and digital health service platforms by reviewing 34 studies published between 2000 and 2020.

The findings of the review indicate three primary themes (health literacy skills, health management competency and attitude/confidence), which provide a summary of the current literature, and in all three the results show that health intervention programmes help to enhance health literacy skills of elderly people. Based on the review results and by organising the fragmented status quo of health intervention research, the authors develop a comprehensive research model and identify future research directions for research in this domain.

The findings will be useful to health professionals in two ways: (1) the findings provide practical information about the growing need to implement health literacy intervention programmes to satisfy elderly people's appetite for accessing health services due to cognitive and physiological impairments, and (2) the finding help them to understand that with digital health platforms, elderly people have quicker access to health services, improving the quality of care provided to them.

This paper presents a comprehensive research model for analysing the impact of health literacy skills on older people's ability and intention to access digital health information sources, considering various health intervention approaches.

It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy.

The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes).

The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”.

Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context.

This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues.

Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use.

The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

The aim of this study is to identify the challenges and barriers to e-Government set up in developing/conflict countries, related to Information Communication and Technology (ICT) and social obstacles – that are common in developing countries like Afghanistan. In today's world e-Government plays an important role of providing easy access to government services that enable citizens in general to communicate faster. This very research concentrates on the implementation of e-Government challenges in developing countries, particularly in Afghanistan. This paper is covering (1) method of study; (2) research strategy; (3) finding and policy recommendation; (4) limitation; (5) theoretical implication; (6) recommendation and conclusion. Additional data related to e-Government in Afghanistan, acquired via a quantitative survey and interviews can also help this analysis.

This research incorporates both theoretical and empirical study; using both quantitative and qualitative method for data collection. Also, as already noted, the study reviews different literature and academic documents. The original work of the study is the collection of relevant first-hand information for empirical analysis from experts of both public and private institutions such as IT, CIO and management experts through the use of a survey tools. This was done using web-based surveying and delivery of hard and soft copies to the experts to obtain their notions about e-Government implementation obstacles. Finally, both quantitative and qualitative survey results are calculated and presented.

Empirical study has established that 5 obstacles out of 15 named by respondents, stakeholder involvement, with the highest mean, (4.1145), coordination (4.0038), information sharing (3.9962), ICT literacy (3.9822) and e-Government awareness (3.8830) are considered to be the major obstacles. This opinion was also expressed by the respondents to the in-depth interview which was explained in a paper with detail.

Most research record numerous limitations, therefore, it is important to note that this study is no exception. Some of the limitations were recorded in the course of the study will be counted for the purpose of placing the finding in the right perspective. The limitations of this study were time constraints and difficult to generate enough participation in the survey. Because of that, I did a quantitative survey but could include very few members of top management. Second, the study is limited due to the lack of participation by respondents from various sectors such as citizens, university students, academia, banks, businesses and NGOs. The third limitation was lack of research materials for this study. Many difficulties were encountered with respect to find materials of previous research studies on the topic and in particularly in the context of Afghanistan.

The studies conducted previously on e-Government and referenced herein highlighted implementation challenges in developing countries as a group. Applying this study in Afghanistan may contribute to our understanding of key challenges facing in implementing e-Government process specifically in Afghanistan. The current study contributes some significant findings to the academic field of studying e-Government implementation challenges. It adds the support and information from public and private sector's perspective regarding major challenges in e-Government implementation in Afghanistan.

As per looking to the experience of developed and developing countries, this study emphasizes the following key initiatives to be performed in parallel with the running projects by Ministry of communication and IT [18]. 1-Pilot projects, 2-Simplification of Business Processes, 3-A strong committed national leadership, 4-Involvement of Stakeholders, 6-To granting incentives for involvement of local ICT companies, 7-Exemption of basic ICT, 8-To develop a standard ICT infrastructure

Governments around the world are under the pressure from rapid globalization, fiscal, social and technological changes to provide services that are citizen-centric, efficient, transparent, effective, one stop, any time and nonstop. Post-conflict countries are under even greater pressure to create such services because they replace the vacuum caused by the violence and will be the only services offered, rather than simply an upgrade of current government offerings that already meet citizen needs. The adoption of technology is the most efficient way to integrate the public and private sector and to provide services with accountability, transparency and efficiency, but this is not an easy task, especially for developing countries. This research looks at e-Government implementation challenges in developing countries and particularly in Afghanistan. A literature review shows many challenges common among developing countries: a lack of ICT literacy, incomplete infrastructure, a digital divide existing between the rural poor and the emerging urban middle class, an uncertainty about data privacy and data security, the absence of comprehensive ICT policies and legislation, lack of an ICT culture in government and the traditional components of the economy, questions regarding the government's ongoing financial commitment to the project, e-Government awareness, willingness of ministries to engage in information sharing, a void of ICT leadership outside the technologically oriented ministries, resistance to change, an historic lack of intergovernmental coordination and low stakeholder involvement are just some of the many challenges identified. The author belief that developing countries realize the importance of e-Government and consider the implementation of e-Government to be the critical tool for economic stability and growth as well as developing a more transparent, less corrupt government. The survey questionnaires were developed based on the challenges found in literature review. The survey questionnaire was translated into local languages (Pashto and Dari) and an English version served as control indicator by a professional local translator. At first a pilot version was sent to 10 officials from the Ministry of Communication and IT. After attesting period, the survey was circulated to 150 respondents who were experts in various fields such as CIO, Management and IT in Afghanistan. All respondents agreed that stakeholder involvement, coordination, information sharing, ICT literacy, awareness, resistance to change, ICT, finance issues, ICT policy, leadership, data privacy, legislation, ICT culture and digital divide are some of the major challenges for e-Government implementation in Afghanistan. Respondents (3.1412) on ICT security were impartial in their response on whether to include this indicator into challenges. Many projects are run by the Ministry of Communication and IT and within completion of these projects most of the challenges that identified in the analysis of the quantitative survey will be addressed, although the government is also vigorously pursuing legal and policy modifications. As per looking to the experience of developed and developing countries, this study emphasizes the following key initiatives to be performed in parallel with the running projects by Ministry of communication and IT [18]. Pilot projects should be implemented in two ministries as test beds prior to general roll out to ensure the efficient use of money needed for E-government projects. This will have two benefits from one side it will save money in terms of failing projects as argued by *19+ “E-government in developing countries fail, with 35% being classified as total failures (E-government was not implemented or was implemented but immediately abandoned), and 50% as partial failures (major goals were not attained and/or there were undesirable outcomes)”. On the other hand, in case.

The objective of this study is to investigate the impact of the COVID-19 pandemic on the consumer payment behavior in Italy by correlating financial literacy with digital payment awareness, examining media anxiety and financial security, and including a gender analysis.

Consumers’ attitudes toward cashless payments were investigated using an online survey conducted from November 2021 to February 2022 on a sample of 836 Italian citizens by considering the behavioral characteristics and aspects of financial literacy. Structural equation modeling (SEM) was used to test the hypotheses and to determine whether the model was invariant by gender.

The analysis showed that the fear of contracting COVID-19 and the level of financial literacy had a direct influence on the payment behavior of Italians, which was completely different in its weighting. Fear due to the spread of news regarding the pandemic in the media indirectly influenced consumers’ noncash attitude. The preliminary results of the gender multigroup analysis showed that cashless payment was the same in the male and female subpopulations.

This research is noteworthy because of its interconnected examination. It examined the effects of the COVID-19 pandemic on people’s payment choices, assessed their knowledge, and considered the influence of media-induced anxiety. By combining these factors, the study offered an analysis from a gender perspective, providing understanding of how financial behaviors were shaped during the pandemic.

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.

As an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.

Approximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.

The findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,

Like other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.

Although the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.

In light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.