Examinando por Tema "digital literacy"
  • Publicación
    Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-01-01)
    Fernández Otoya, Fiorela Anai
    ;
    Julio Cabero-Almenara
    ;
    Gerber Pérez-Postigo
    ;
    Jessie Bravo
    ;
    Manuel Alfredo Alcázar-Holguin
    ;
    Mauricio Vilca-Rodríguez
    Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.
  • Publicación
    Digital Literacy and Technology Adoption in Agriculture: A Systematic Review of Factors and Strategies
    (Multidisciplinary Digital Publishing Institute (MDPI), 2026-09-01)
    Arangurí García, María Ysabel
    ;
    Noblecilla Vinces, William Alfredo
    ;
    Lucini-Baquero, Cristina
    This systematic review analyzed a total of 109 scientific articles with the aim of identifying, organizing, and synthesizing academic output related to digital literacy, technology adoption in agricultural sectors, digital skills, and socioeconomic and cultural factors that influence the implementation of emerging technologies. Peer-reviewed academic publications available in open access and written in English were reviewed, complying with the PRISMA protocol guidelines. They came predominantly from Europe, Asia, and Latin America, which allowed for a global perspective. Quantitative, qualitative, and mixed approaches were applied, highlighting the use of surveys, interviews, and bibliometric analysis. Factors affecting the adoption of precision agriculture by smallholder farmers, challenges for the implementation of technologies in rural contexts, and sociocultural barriers to technological innovation were evaluated. The trend focuses on the need for sound public policies, continuous training strategies, technological accessibility, and contextualized approaches to ensure effective technology adoption. In conclusion, a broad and critical overview of the advances, limitations, and challenges surrounding digital literacy and technology adoption is provided as a basis for an in-depth debate on the digital transformation of contemporary agriculture.
  • Publicación
    Impact of digital literacy on the adoption of precision agriculture and its effect on the sustainability of rice cultivation in Lambayeque
    (Frontiers Media SA, 2026-02-01)
    Arangurí García, María Ysabel
    ;
    Jessie Bravo-Jaico
    ;
    Cristina Lucini
    ;
    Mera Montenegro, Huilder Juanito
    ;
    Noblecilla Vinces, William Alfredo
    The transition to more sustainable and climate-resilient agriculture is an urgent challenge in agricultural regions of developing countries such as Lambayeque (Peru), especially in rice cultivation. In this context, digital literacy is emerging as a key enabler for accessing climate data, adopting precision agriculture technologies, and implementing sustainable agricultural practices. However, there are gaps linked to sociodemographic variables such as age, which can moderate these technology adoption processes. The objective of this study was to analyze the patterns of association between digital literacy, access to finance, risk perception, and the adoption of sustainable agricultural practices, and to examine whether age moderates the association between digital literacy and access to climate data. To this end, a quantitative, non-experimental approach was applied, using Partial Least Squares Structural Equation Modeling (PLS-SEM). The sample consisted of 101 rice farmers in the Lambayeque region, who were given a validated questionnaire that included five theoretical constructs measured using Likert scales. The results of the structural model confirmed that digital literacy has a positive and significant association with access to climate data (β = 0.461, p < 0.001) and with the adoption of sustainable agricultural practices (β = 0.259, p = 0.015). A positive association was identified between access to finance and risk perception (β = 0.411, p < 0.001). Age was negatively associated with digital literacy (β = −0.196; p = 0.027); however, the formal moderation test (DL × Age) was not significant (β = −0.054, p = 0.421), so there is no evidence that age moderates the association between digital skills and access to climate information. These findings support the design of differentiated interventions that incorporate intergenerational digital training, inclusive financing policies, and hybrid technology transfer strategies tailored to access gaps. Taken together, the evidence is consistent with the idea that reducing the digital divide can strengthen agricultural sustainability and climate resilience in rural contexts in Latin America.