Objectives In this study, we aimed to verify the effects of the learning psychological characteristics and digital literacy education activities of middle and high school students in Gyeonggi Province on digital literacy and students' core competencies through structural equation modeling. Methods To this end, we utilized data from the ‘Gyeonggi Province School Education Status Survey’ conducted in 2021 and 2022 by the Gyeonggi Educational Research Institute. The analysis focused on the responses from 8,884 middle school students in the first year (2021) and 4,981 high school students in the second year (2022), examining their psychological characteristics, digital literacy education activities, digital literacy, and core competencies. Structural equation modeling was conducted using R software to explore the relationships among the variables, mediating effects, and pathways. Results The results of this study indicated significant influences among learning psychological characteristics, digital literacy education activities, digital literacy, and core competencies of students. Additionally, when comparing pathways between middle and high school students, it was found that the influence of digital literacy on core competencies, the impact of digital literacy education activities on digital literacy, and the effect of digital literacy education activities on core competencies were lower for middle school students than for high school students. However, the influence of learning psychological characteristics on digital literacy was significantly higher for middle school students compared to high school students. Conclusions Learning psychological characteristics, digital literacy education activities, and digital literacy significantly influence students' core competencies. This suggests that various educational approaches focusing on learning psychological characteristics and digital literacy can play a crucial role in enhancing the core competencies of future learners.
Authors: S. Jang, Woong Suh
DOI: https://doi.org/10.22251/jlcci.2025.25.7.51
Publish Year: 2025
