Research Article
Clara Rocío Henao-Zárate
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep664
ABSTRACT
Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning—a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches—particularly project-based learning, problem-based learning, and inquiry-based learning—are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning.
Keywords: research skills, digital learning ecosystem, secondary education, project-based learning, educational technology, inquiry-based learning
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