Investigating the Impact of the Ministry of Education's Digital Competency Plan for Teachers on the Attitude and Learning of Digital Literacy Skills of Sixth Grade Elementary School Students

Document Type : research paper

Authors

1 M.A. in Educational Technology, Faculty of Educational Sciences, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

Abstract

Objective: The present study aimed to investigate the impact of the Ministry of Education’s digital competence program on the attitudes and digital literacy skills of sixth-grade elementary students. Methods: This research employed a quasi-experimental design with a pre-test/post-test and a control group. The statistical population included all female sixth-grade students in District 1 of Karaj during the 2023–2024 academic year. A total of 100 students from Parvin Etesami, Golha, and Esteghlal schools were selected through convenience sampling and randomly assigned to experimental (n=50) and control (n=50) groups. Data collection tools included the researcher-made Digital Literacy Learning Test (2024) and the Attitude Toward Learning Questionnaire (Asgari, 2006). The experimental group received eight 50-minute training sessions based on the digital competence program, while the control group was taught through conventional instructional methods in the “Work and Technology” subject. Data were analyzed using descriptive statistics (frequency tables, graphs, mean, and standard deviation) and inferential statistics (Paired t-tests, independent t-tests, and ANCOVA) in SPSS software. Findings: Results revealed that the digital competence program significantly improved digital literacy learning and its subscales, including computer impact, computational thinking, digital literacy, communication networks, wireless design, and cyber security. Furthermore, the program had a positive effect on students’ attitudes toward learning. Conclusion: The findings highlight that digital competence-based instruction not only enhances technical skills but also fosters positive attitudes toward technology learning. This underscores the multidimensional role of digital competence in empowering students to meet the demands of a digital society. Therefore, integrating this approach into the official curriculum may contribute to improved learning quality and the development of essential 21st-century skills.

Keywords

Main Subjects

Teacher Professional Development
Volume 10, Issue 3 - Serial Number 37
September 2025
Pages 71-92

Files

Share

How to cite

Statistics