Research Article
Andreja Istenič, Tina Lekan Kraševec, Žiga Turk, Maja Lebeničnik
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep702
ABSTRACT
Literacy is embedded in social practices that adopt socially constructed technologies. In the 20th century, the invention of the computer facilitated information literacy and computational thinking. Media literacy emerged alongside the development of media. In the 21st century, the accessibility of artificial intelligence (AI)-powered chatbots using conversational language has expanded significantly, creating a need for their integration in education. AI literacy is being studied within frameworks similar to those of its predecessors, requiring conceptualization and differentiation from related literacy concepts. As of 2025, teacher education regarding AI literacy has been identified as an under-researched area. This article examines AI literacy through the lens of pre-service teachers’ literacy competencies that will shape the literacy practices of future generations. During their own schooling, the current generation of prospective teachers encountered information, digital, and media literacy, as well as computational thinking; these are analyzed here as predictors of AI literacy, measured using the scale for the assessment of non-experts’ artificial intelligence literacy (SNAIL) instrument. Personality traits and mindset are also investigated as predictors of the prospective teachers’ professional competence. The study was conducted in 2024/25 with a sample of pre-service teachers. The research questions are: What is the structure of AI literacy in the sample? To what extent can AI literacy be predicted by components of information literacy? How much of AI literacy can be explained by various established technology-related literacies? To what extent do personality and mindset contribute to predicting AI literacy? The findings confirmed a two-factor solution for SNAIL, comprising technical understanding and critical application. Student perception of information literacy skills proved accurate in predicting the critical application of AI. In addition to information literacy, predictors included the media production subscale of media literacy and mindset. Technical understanding of AI was predicted by the media production subscale, the computational thinking subscales algorithmic thinking and cooperativity, and the personality trait of agreeableness. Establishing AI literacy as an essential teacher competency requires thorough research into AI’s educational impacts and strict alignment with pedagogical goals. Navigating the ethical and moral dimensions of AI usage provides the necessary foundation for this literacy. Consequently, training programs can intentionally foster AI competence by merging specialized literacy modules with algorithmic thinking, media production, and growth-mindset interventions.
Keywords: pre-service teachers, artificial intelligence literacy, information literacy, media literacy, computational thinking, personality traits, growth mindset
Research Article
Supot Rattanapun, Xiaoyu Wu, Alan White, Tubagus Darodjat
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep625
ABSTRACT
This study investigates the impact of self-regulated learning (SRL) and interactive learning (IL) on the development of information literacy among primary school students in Guizhou, China. Grounded in social constructivism and SRL theory, the research employed a mixed-methods design comprising instrument development, psychometric validation, and a cross-sectional survey. Data were collected from 223 full-time primary school teachers across five public schools in Kaili City, supported by open-ended responses to enrich interpretation. The findings demonstrate that SRL is the strongest predictor of students’ competencies, significantly influencing digital literacy (β = 0.53), research skills (β = 0.48), and ethical awareness (β = 0.41). IL also contributed positively, particularly to research skills (β = 0.25), though its effects on digital literacy and ethical awareness were comparatively weaker. Notably, SRL and IL together produced a synergistic effect on digital literacy, underscoring the complementary roles of individual autonomy and collaborative interaction. Ethical awareness, however, showed the weakest association with both approaches, highlighting the need for dedicated ethics instruction beyond general pedagogical strategies. These results contribute theoretically by positioning SRL as a meta-competency for information literacy development and clarifying the conditional role of IL. Practically, they provide guidance for integrating SRL training, strategically applying IL, and strengthening ethics-focused curricula to prepare students for the demands of 21st century digital learning environments.
Keywords: information literacy, self-regulated learning, digital literacy, research skills, ethical awareness, primary education
Research Article
Gilber Chura-Quispe, Cristina Beatriz Flores-Rosado, Alex Alfredo Valenzuela-Romero, Enlil Iván Herrera-Pérez, Avenilda Eufemia Herrera-Chura, Mercedes Alejandrina Collazos Alarcón
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep560
ABSTRACT
Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the ‘questionnaire of self-perceived information competences’, analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of χ2/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students.
Keywords: informational competence, validation, information literacy skills, reliability, invariance
Research Article
Kevser Hava, Mehmet Fikret Gelibolu
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 390-404
ABSTRACT
With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables.
Keywords: Digital citizenship, Flippped classroom, Learning performance, Self-regulated learning, Self-directed learning, Information literacy