Sustainable Education Through Information and Communication Technology: A Case Study on Enhancing Digital Competence and Academic Performance of Social Science Higher Education Students
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F04274644%3A_____%2F25%3A%230001224" target="_blank" >RIV/04274644:_____/25:#0001224 - isvavai.cz</a>
Alternative codes found
RIV/62690094:18440/25:50022417 RIV/62690094:18470/25:50022417
Result on the web
<a href="https://www.mdpi.com/2071-1050/17/10/4422" target="_blank" >https://www.mdpi.com/2071-1050/17/10/4422</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/su17104422" target="_blank" >10.3390/su17104422</a>
Alternative languages
Result language
angličtina
Original language name
Sustainable Education Through Information and Communication Technology: A Case Study on Enhancing Digital Competence and Academic Performance of Social Science Higher Education Students
Original language description
Background: Developing young people’s technical and Information and Communication Technology skills is an SDG 4 target (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. Methodology: This is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using quantitative and qualitative research methods. Employing Urie Bronfenbrenner’s ecological systems theory, the research investigates how digital tools impact students’ academic performance across three courses with varying levels of ICT integration. The study evaluates students’ digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influence the students’ comprehension and performance of the subject matter. Results: The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently depending on the course’s subject matter and their own digital competencies. The research also highlights the importance of teachers’ ability to blend ICT and non-ICT activities effectively to enhance students’ understanding. Conclusions: The study contributes to the ongoing discourse on ICT in education, emphasising the need for a more nuanced, multi-layered approach to understanding the intersection between technology and education, particularly in non-technical fields like social sciences.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Sustainability
ISSN
2071-1050
e-ISSN
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Volume of the periodical
17
Issue of the periodical within the volume
10
Country of publishing house
CH - SWITZERLAND
Number of pages
20
Pages from-to
4422-4441
UT code for WoS article
001496811000001
EID of the result in the Scopus database
2-s2.0-105006664494