Abstracts
Abstract
Digital literacy is central to collaborative teaching in technology-mediated environments, particularly open and distributed learning. Guided by the Community of Inquiry and TPACK (Technological Pedagogical Content Knowledge) frameworks, this systematic review examines how digital literacy enables educators to codesign instruction, sustain interaction, and support reflective practice while addressing structural and contextual barriers. Following PRISMA 2020, comprehensive searches in Scopus and the Web of Science identified 32 peer-reviewed articles published in 2024. Thematic synthesis produced three strands: (a) integration of digital literacy in education, highlighting links to teaching presence, professional development, and instructional design; (b) digital literacy in response to educational challenges, demonstrating its role in resilience, equity, and socio-emotional support across remote and hybrid contexts; and (c) advancing learning through digital competencies, detailing gains in collaboration, critical inquiry, and innovative use of augmented reality, virtual reality, data analytics, and emerging AI tools alongside ethical considerations. Evidence indicates that digital literacy functions as a pedagogical capacity rather than solely a technical skill and yields the strongest outcomes when aligned with institutional culture, curriculum design, and continuous professional learning. Policy recommendations include sustained investment in equitable infrastructure, structured capacity building aligned with UNESCO’s Digital Literacy Global Framework and ICT (Information and Communication Technology) Competency Framework for Teachers, and explicit attention to ethics and inclusion. Future research should adopt longitudinal and comparative designs to trace the impact on educator identity, collaboration, and learner outcomes.
Keywords:
- digital literacy,
- collaborative teaching,
- systematic review,
- Community of Inquiry,
- TPACK,
- open and distributed learning,
- educational policy
Appendices
Bibliography
- Achruh, A., Rapi, M., Rusdi, M., & Idris, R. (2024). Challenges and opportunities of artificial intelligence adoption in Islamic education in Indonesian higher education institutions. International Journal of Learning, Teaching and Educational Research, 23(11), 423–443. https://doi.org/10.26803/ijlter.23.11.22
- Adeleye, O., Eden, C., & Adeniyi, I. (2024). Educational technology and the digital divide: A conceptual framework for technical literacy inclusion. International Journal of Science and Research Archive, 12(1), 150–156. https://doi.org/10.30574/ijsra.2024.12.1.0405
- Alqahtani, F. (2024). Nurse educators and faculty members’ challenges towards online teaching during COVID-19 pandemic crisis: A qualitative descriptive study. Nursing Open, 11(11), Article e70062. https://doi.org/10.1002/nop2.70062
- Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
- Asagar, M. S. (2025). Digital competence in education: A comparative analysis of frameworks and conceptual foundations. Synergy: International Journal of Multidisciplinary Studies, 2(1), 9–23. http://doi.org/10.2139/ssrn.5172207
- Aslan, S. (2022). Using cooperative learning and the flipped classroom model with prospective teachers to increase digital literacy self-efficacy, technopedagogical education, and 21st-century skills competence. International Journal of Progressive Education, 18(3), 121–137. https://doi.org/10.29329/ijpe.2022.439.9
- Aslan, S., Alanoğlu, M., & Karabatak, S. (2025). Enhancing 21st-century teaching competencies: The key role of digital literacy in connecting pre-service teachers’ TPACK. Information Development. Advance online publication. https://doi.org/10.1177/02666669251315841
- Azzahro, F., Norra, B., & Achmad, C. (2023). The relationship of digital literacy ability with students’ cognitive learning outcomes. Jurnal BIOEDUIN: Program Studi Pendidikan Biologi, 13(1), 29–35. https://doi.org/10.15575/bioeduin.v13i1.24364
- Barjestesh, H., Vijayaratnam, P., Sabzevari, M., Fatehi Rad, N., Rabani, K., & Manoochehrzadeh, M. (2025). Digital literacy of Iranian English as a foreign language (EFL) teachers: Teaching experience in focus. Forum for Linguistic Studies, 7(1), 163–171. https://doi.org/10.30564/fls.v7i1.7244
- Bergstrom, T. (2024). “I thought it was an accident”: Digital literacy and MLL use of collaborative writing software in post-secondary composition classes. Computer-Assisted Language Learning Electronic Journal, 25(1), 185–200. https://callej.org/index.php/journal/article/view/98
- Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet and Higher Education, 45, Article 100722. https://doi.org/10.1016/j.iheduc.2019.100722
- Brante, E. W., Walldén, R., & Ridell, K. (2024). Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence. International Journal of Child–Computer Interaction, 40, Article 100658. https://doi.org/10.1016/j.ijcci.2024.100658
- Bruckhaus, A. A., Bennett, A., Brawer-Cohen, M., Sinclair, M., Ramirez-De La Cruz, G., Ragusa, G., & Duncan, D. (2024). Evaluation of students’ digital literacy through an immersive university–high school collaboration. Frontiers in Education, 9, Article 1429893. https://doi.org/10.3389/feduc.2024.1429893
- Cabaron, R. R. (2024). Exploring the impact of digital literacy on the self-efficacy of maritime education faculty. International Journal of Advanced and Applied Sciences, 11(7), 176–181. https://doi.org/10.21833/ijaas.2024.07.019
- Çetinkaya, S. (2024). Field experience and digital technology-based literacy instruction. International Journal of Educational Research Review, 9(2), 77–92. https://doi.org/10.24331/ijere.1404019
- Choudhary, H. (2024). Building bridges to digital inclusion: Implications for curriculum development of digital literacy training programs. International Journal of Technology Enhanced Learning, 16(3), 282–296. https://doi.org/10.1504/IJTEL.2024.139706
- Cleveland-Innes, M. (2019). The community of inquiry theoretical framework: Designing collaborative online and blended learning. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age (3rd ed., pp. 85–102). Routledge. https://doi.org/10.4324/9781351252805
- Dabengwa, I. M., Moyo, S., Ncube, S., Gashirai, T. B., Makaza, D., Makoni, P., Pasipamire, N., Chademana, G. K., Mafoti, M., Mapfumo, S., & Mandaza, D. (2024). Exploring digital competences in Zimbabwean secondary schools using a multimodal view: A hermeneutical phenomenography study. Cogent Education, 11(1), Article 2387911. https://doi.org/10.1080/2331186X.2024.2387911
- Darmaji, D., Astalini, A., Kurniawan, D., Nursulistiyo, E., Perdana, R., & Prameswari, N. (2023). The role of digital literacy and generic skills on student physics learning outcomes. Jurnal Pendidikan Sains Indonesia, 11(4), 794–807. https://doi.org/10.24815/jpsi.v11i4.30560
- Deiniatur, M., & Cahyono, B. Y. (2024). Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication. Journal of Education and Learning, 18(1), 165–172. https://doi.org/10.11591/edulearn.v18i1.20899
- Deiniatur, M., Cahyono, B. Y., Ivone, F. M., & Prayogo, J. A. (2024). English teachers’ beliefs and practices in integrating digital literacy in the language classroom. International Journal of Evaluation and Research in Education, 13(2), 1242–1251. https://doi.org/10.11591/ijere.v13i2.25733
- Dharmayanti, P. A. P., Padmadewi, N. N., Utami, I. G. A. L. P., & Suarcaya, P. (2024). Digital literacy competence for scientific writing: Students’ perceptions and skills. Journal of Language Teaching and Research, 15(5), 1550–1560. https://doi.org/10.17507/jltr.1505.16
- Ervianti, E., Sampelolo, R., & Pratama, M. (2023). The influence of digital literacy on student learning. Klasikal: Journal of Education, Language Teaching and Science, 5(2), 358–365. https://doi.org/10.52208/klasikal.v5i2.878
- Fathali, S., Emadi, A., & Jebeli, S. L. (2024). Digital literacy and EFL teachers’ anxiety with teaching online via virtual classroom software. The JALT CALL Journal, 20(2), 1–21. https://doi.org/10.29140/jaltcall.v20n2.1154
- Fazilla, S., Yus, A., & Muthmainnah, M. (2022). Digital literacy and TPACK’s impact on preservice elementary teachers’ ability to develop science learning tools. Profesi Pendidikan Dasar, 9(1), 71–80. https://doi.org/10.23917/ppd.v7i1.9652
- Folabit, N. L., & Jita, L. C. (2024). Are academics adapting to students’ technology learning preferences? A South African study of teaching identities. Issues in Educational Research, 34(4), 1241–1259. https://www.iier.org.au/iier34/folabit.pdf
- Gabriel, F., Marrone, R., Van Sebille, Y., Kovanovic, V., & de Laat, M. (2022). Digital education strategies around the world: Practices and policies. Irish Educational Studies, 41(1), 85–106. https://doi.org/10.1080/03323315.2021.2022513
- Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
- Haryaka, U., Razak, N. K., Rachman, F., Tung, K. Y., & Judijanto, L. (2025). Integrating digital literacy, critical thinking, and collaborative learning: Addressing contemporary challenges in 21st-century education. Journal of Hunan University Natural Sciences, 52(3), 101–112. https://doi.org/10.55463/issn.1674-2974.52.3.9
- Hasanah, U., Santoso, A., Pratiwi, Y., & Farid, M. (2024). Exploring the correlation of self-perception on the use of digital literacy in learning. International Journal of Evaluation and Research in Education, 13(6), 4354–4364. https://doi.org/10.11591/ijere.v13i6.27114
- Huachara-Martinez, E., Erazo-Moreno, M. M., Paz-Checa, D. P., Chomba-Sung, S. D. R., & Nina-Cuchillo, J. (2023). Digital competencies in collaborative learning of students in a public university in Lima. Journal of Higher Education Theory and Practice, 23(15), 121–129. https://doi.org/10.33423/jhetp.v23i15.6413
- Irwandi, I. (2023). Enhancing digital literacy through English language teaching: A needs analysis for English students at Muhammadiyah University of Mataram. Jurnal Ilmiah Mandala Education, 9(3), 2055–2060. https://doi.org/10.58258/jime.v9i3.5782
- Jony, M., & Sultana, S. (2023). Parents’ perception towards online education. International Journal of Educational Innovation and Research, 2(2), 151–166. https://doi.org/10.31949/ijeir.v2i2.5039
- Jordan, A., Julianto, A., & Firmansyah, M. A. (2025). Integrating digital literacy into curriculum design: A framework for 21st-century learning. Journal of Technology, Education & Teaching (J-TECH), 1(2), 79–85. https://doi.org/10.62734/jtech.v1i2.418
- Jung, J., Choi, S., & Fanguy, M. (2024). Exploring teachers’ digital literacy experiences. International Review of Research in Open and Distributed Learning, 25(2), 41–59. https://doi.org/10.19173/irrodl.v25i2.7572
- Karroum, S., & Elshaiekh, N. (2023). Digital transformation in education: Discovering the barriers that prevent teachers from adopting emerging technologies. In Proceedings of the 2023 24th International Arab Conference on Information Technology (ACIT) (pp. 166–170). IEEE. https://doi.org/10.1109/ACIT58888.2023.10453908
- Kee, T., Zhang, H., & King, R. B. (2024). An empirical study on immersive technology in synchronous hybrid learning in design education. International Journal of Technology and Design Education, 34(3), 1243–1273. https://doi.org/10.1007/s10798-023-09855-5
- Kiryakova, G., & Kozhuharova, D. (2024). The digital competences necessary for the successful pedagogical practice of teachers in the digital age. Education Sciences, 14(5), Article 507. https://doi.org/10.3390/educsci14050507
- Kumalasari, D., Purwanta, H., & Aw, S. (2024). Comparative analysis of Generation Z’s digital history literacy in history education majors on Java Island: A study of history digital literacy. Journal of Education and E-Learning Research, 11(1), 90–96. https://doi.org/10.20448/jeelr.v11i1.5342
- Kurniawan, K. (2024). Enhancing 21st-century writing skills through a reflective collaborative learning model based on critical thinking. Pakistan Journal of Life and Social Sciences, 22(2), 12393–12400. https://doi.org/10.57239/PJLSS-2024-22.2.00886
- Kurniawati, N., Mayuni, I., & Lustyantie, N. (2024). A case study of millennial English teachers’ awareness of digital media in EFL classrooms. Studies in Media and Communication, 12(1), 286–297. https://doi.org/10.11114/smc.v12i1.6670
- Kwiatkowska, W., & Wiśniewska-Nogaj, L. (2022). Digital skills and online collaborative learning: The study report. Electronic Journal of E-Learning, 20(5), 510–522. https://doi.org/10.34190/eje1.20.5.2412
- Law, N., Woo, D., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2 (UNESCO Institute for Statistics [UIS] information paper no. 51). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000265403
- Lazareva, A., & Tømte, C. E. (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching, 30(4), 489–508. https://doi.org/10.1080/13540602.2024.2308893
- Li, M., & Zhang, M. (2024). Embedding digital literacies in the language teacher education curriculum: Pre-service and in-service teachers’ perspectives. CALICO Journal, 41(3), 273–296. https://doi.org/10.1558/cj.25987
- López-Meri, A., Doménech-Fabregat, H., & Marcos-García, S. (2024). Digital competencies in verifying fake news: Assessing the knowledge and abilities of journalism students. Societies, 14(5), Article 66. https://doi.org/10.3390/soc14050066
- Lora, J., López-Bravo, C., & Mosquera-Pérez, C. (2021). Virtual learning tools in higher education: EDIEDPAT, an interactive platform for urban heritage teaching. In EDULEARN21 Proceedings (pp. 8104–8112). IATED Digital Library. https://doi.org/10.21125/edulearn.2021.1642
- Männistö, M., Mikkonen, K., Kuivila, H. M., Koskinen, C., Koivula, M., Sjögren, T., & Kääriäinen, M. (2020). Health and social care educators’ competence in digital collaborative learning: A cross-sectional survey. SAGE Open, 10(4). https://doi.org/10.1177/2158244020962780
- Mattar, J., Santos, C. C., & Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), Article 932. https://doi.org/10.3390/educsci12120932
- Mhlongo, S., Ndlovu, M., & Chirinda, B. (2024). Mathematics teachers’ experiences of using online teaching resources for professional learning in a context of disadvantage. International Journal of Learning, Teaching and Educational Research, 23(10), 27–44. https://doi.org/10.26803/ijlter.23.10.2
- Micsky, T., & Foels, L. (2019). Community of inquiry (CoI): A framework for social work distance educators. Journal of Teaching in Social Work, 39(4–5), 293–307. https://doi.org/10.1080/08841233.2019.1642976
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x
- Molina-Torres, M. P. (2024). Flipped classroom to teach digital skills during COVID-19. Journal of Technology and Science Education, 14(1), 158–168. https://doi.org/10.3926/jotse.2256
- Momdjian, L., Manegre, M., & Gutiérrez-Colón, M. (2024). A comparison of perceptions of digital competences of schoolteachers to school leaders in Lebanon. Social Sciences and Humanities Open, 10, Article 100937. https://doi.org/10.1016/j.ssah0.2024.100937
- Nash, B. (2024). Critical inquiry in (and about) media environments: Examining an asset-based digital literacy curriculum. Journal of Literacy Research, 56(2), 133–156. https://doi.org/10.1177/1086296X241244700
- Nevrelova, N., Korenova, L., Lavicza, Z., Bruzkova, N., & Schmid, A. (2024). Enhancing digital literacy in primary education through augmented reality. Frontiers in Education, 9, Article 1390491. https://doi.org/10.3389/feduc.2024.1390491
- Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
- Niswah, P. U., & Dewi, N. R. (2024). Development of e-worksheet with the TPACK approach to train students’ digital literacy and higher order thinking skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3473–3485. https://doi.org/10.29303/jppipa.v10i6.4850
- Nuhu, K., Abdulfatai, D., & Onojah, A. (2021). Undergraduate awareness and perception on the use of digital collaborative tools in facilitating learning in selected universities within the Ilorin metropolis. Indonesian Journal of Educational Research and Technology, 1(3), 95–104. https://doi.org/10.17509/ijert.v1i3.38735
- Ohle-Peters, A., Ludewig, U., & McElvany, N. (2024). Can we foster pre-service teachers’ competences for digital collaboration? Frontiers in Education, 9, Article 1455074. https://doi.org/10.3389/feduc.2024.1455074
- Oliiar, M., & Fomin, K. (2022). Blended learning as a means of future primary school teacher professional development. Mountain School of Ukrainian Carpaty, (26), 90–94. https://doi.org/10.15330/msuc.2022.26.90-94
- Papanikolaou, K., Gouli, E., & Makri, K. (2014). Designing pre-service teacher training based on a combination of TPACK and communities of inquiry. Procedia—Social and Behavioral Sciences, 116, 3437–3442. https://doi.org/10.1016/j.sbspro.2014.01.779
- Patwardhan, V., Rao, S., & Prabhu, N. (2020). Community of Inquiry (CoI) framework and course design as predictors of satisfaction in emergency remote teaching: Perspectives of hospitality management students. Journal of E-Learning and Knowledge Society, 16(4), 94–103. https://doi.org/10.20368/1971-8829/1135315
- Perifanou, M., Economides, A., & Tzafilkou, K. (2021). Teachers’ digital skills readiness during COVID-19 pandemic. International Journal of Emerging Technologies in Learning (iJET), 16(8), 238–251. https://doi.org/10.3991/ijet.v16i08.21011
- Pramusti, R. A., Ulum, B., & Kumalasani, M. P. (2024). Digital literacy transformation of learners with special needs through TPACK approach in IPAS learning in elementary school. Journal of Learning Improvement and Lesson Study, 4(2), 58–68. https://doi.org/10.24036/jlils.v4i2.122
- Purwandari, E. P., Junus, K., & Santoso, H. B. (2022). Exploring e-learning community of inquiry framework for engineering education. International Journal of Instruction, 15(1), 619–632. https://e-iji.net/ats/index.php/pub/article/view/465
- Qiu, Y., Li, L., & Wang, X. (2024). Quantitative analysis digital literacy of secondary and higher vocational school students in the digital economy background: Preliminary empirical research based on 181 samples from Zhejiang, China. INTI Journal, 2024(5). https://doi.org/10.61453/intij.202405
- Rahimi, R. A., & Oh, G. S. (2024). Rethinking the role of educators in the 21st century: Navigating globalization, technology, and pandemics. Journal of Marketing Analytics, 12(2), 182–197. https://doi.org/10.1057/s41270-024-00303-4
- Ramos, J. L., Cattaneo, A. A., de Jong, F. P., & Espadeiro, R. G. (2022). Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education, 54(5), 695–718. https://doi.org/10.1080/15391523.2021.1911720
- Rasdiana, R., Mauludin, I., Yahya, A., Putri, D. E., Machrus, M. A., Marbun, M., Sholikhah, A., Sinusi, N. S., Fathonah, S., Salmayda, S., Pawartani, T., & Ridwan, A. (2024). Mediation of digital literacy in investigating the effect of school culture on teacher performance: Implication for educational policy. Journal of Infrastructure, Policy and Development, 8(12), Article 9117. https://doi.org/10.24294/jipd.v8i12.9117
- Raza, T., & Akhter, N. (2024). Harnessing ICT resources: Empowering educators and enhancing student skills through teacher training programs. Journal of Asian Development Studies, 13(4), 673–688. https://doi.org/10.62345/jads.2024.13.4.55
- Richardson, J. C., Arbaugh, J. B., Cleveland-Innes, M., Ice, P., Swan, K. P., & Garrison, D. R. (2012). Using the Community of Inquiry framework to inform effective instructional design. In L. Moller & J. B. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 97–125). Springer. https://doi.org/10.1007/978-1-4614-1785-9_7
- Rodríguez-García, A. M., Cardoso-Pulido, M. J., De la Cruz-Campos, J. C., & Martínez-Heredia, N. (2022). Communicating and collaborating with others through digital competence: A self-perception study based on teacher trainees’ gender. Education Sciences, 12(8), Article 534. https://doi.org/10.3390/educsci12080534
- Sánchez-Canut, S., Usart-Rodríguez, M., Grimalt-Álvaro, C., Martínez-Requejo, S., & Lores-Gómez, B. (2023). Professional digital competence: Definition, frameworks, measurement, and gender differences: A systematic literature review. Human Behavior and Emerging Technologies, 2023(1), Article 8897227. https://doi.org/10.1155/2023/8897227
- Sohel, M. S., Sifullah, M. K., Hossain, B., Hossain, M. A., Sarker, M. F. H., Hossain, I., Hossain, M. E., & Uddin, M. R. (2024). E-learning experience of Indigenous rural communities in the face of COVID-19 crisis in Chittagong Hills Tracts Region, Bangladesh: A qualitative investigation. International Journal of Community Well-Being, 7(2), 291–314. https://doi.org/10.1007/s42413-024-00207-2
- Suriani, A., Sukma, E., Chandra, C., & Dasa Putri, L. (2024). TPACK-integrated learning media assisted by Appypie to improve the literacy skills of elementary school teacher education (ESTE) students. Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar, 8(1). https://doi.org/10.24036/jippsd.v8i1.128990
- Swan, K. (2019). Social construction of knowledge and the community of inquiry framework. In I. Jung (Ed.), Open and distance education theory revisited: Implications for the digital era (pp. 57–65). Springer Singapore. https://doi.org/10.1007/978-981-13-7740-2_7
- Tangkish, N., Tumashbay, T., Shaldarbekova, A., Rakhimshikova, M., Aripzhan, G., & Yerbota, A. (2024). Digital mind and human consciousness: Integration of digital technology in shaping learning experiences. Perspektivy Nauki i Obrazovania, 69(3), 58–75. https://doi.org/10.32744/pse.2024.3.4
- Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2023). A snapshot of digital literacy. Library Hi Tech News, 40(1), 20–23. https://doi.org/10.1108/LHTN-12-2021-0095
- van Staden, W., & Lotz-Sisitka, H. (2024). E-learning as a mediating tool to support interactive professional learning of teacher educators. Interactive Learning Environments, 32(7), 3226–3239. https://doi.org/10.1080/10494820.2023.2170423
- Welesilassie, M. W., & Gerencheal, B. (2025). Digital language instruction in Ethiopian high schools: Digital literacy, utilization, and challenges. European Journal of Interactive Multimedia and Education, 6(1), Article e02501. https://doi.org/10.30935/ejimed/15722
- Wertz, R. E. (2022). Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model. The Internet and Higher Education, 52, Article 100832. https://doi.org/10.1016/j.iheduc.2021.100832
- Xu, W., & Tan, X. (2024). Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning. Journal of Second Language Writing, 64, Article 101110. https://doi.org/10.1016/j.jslw.2024.101110
- Yuliardi, R., Kusumah, Y. S., Nurjanah, N., Juandi, D., & Said Husain, S. K. (2024). The relationship between information literacy, learning space and TPACK on prospective teachers’ digital mathematics literacy. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 9(3), 144–163. https://doi.org/10.23917/jramathedu.v9i3.5361
- Zakariya, Y. F., Danlami, K. B., & Shogbesan, Y. O. (2024). Affordances and constraints of a blended learning course: Experience of pre-service teachers in an African context. Humanities and Social Sciences Communications, 11(1), Article 1596. https://doi.org/10.1057/s41599-024-04136-5
- Zhang, S., Gu, M. M., Sun, W., & Jin, T. (2024). Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers. Journal of Education for Teaching, 50(3), 464–478. https://doi.org/10.1080/02607476.2023.2283426
- Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, Article 104212. https://doi.org/10.1016/j.compedu.2021.104212
- Zorko, T. (2024). Digital transformation through cooperative learning. Švietimas: Politika, Vadyba, Kokybė/Education Policy, Management and Quality, 16(1), 69–79. https://doi.org/10.48127/spvk-epmq/24.16.69
- Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391