The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.

The emergence of the COVID-19 pandemic led to the need to move educational processes to virtual environments and increase the use of digital tools for different teaching uses. This led to a change in the habits of using information and communication technologies (ICT), especially in higher education. This work analyzes the impact of the COVID-19 pandemic on the frequency of use of different ICT tools in a sample of 950 Latin American university professors while focusing on the area of knowledge of the participating professors. To this end, a validated questionnaire has been used, the responses of which have been statistically analyzed. As a result, it has been proven that participants give high ratings to ICT but show insufficient digital competences for its use. The use of ICT tools has increased in all areas after the pandemic but in a diverse way. Differences have been identified in the areas of knowledge regarding the use of ICT for different uses before the pandemic. In this sense, the results suggest that Humanities professors are the ones who least use ICT for didactic purposes. On the other hand, after the pandemic, the use of ICT for communication purposes has been homogenized among the different knowledge areas.

This study investigated the use of digital story strategy in teaching Islamic education on achievement and how it affects the development of moral thinking. The quasi-experimental design was implemented as a methodology and the sample included of (60) students from the fourth grade from Abdul Rahman bin Awf School in Abha. The results showed that there are statistically significant differences at the significance level (α ≤ 0.05) between the average responses of students in the two groups in the test. The experimental group performed better than the control group. The findings also showed that there are statistically significant differences at the significance level (α ≤ 0.05) between the average responses of students in the two groups (experimental and control) in the moral thinking scale and favour of the experimental group.

This article explores the landscape of entrepreneurship education in Indonesia amid the wave of digital transformation. The research method uses Systematic Literature Review (SLR) to review research results sourced from journals indexed in Sinta or nationally accredited journals in Indonesia which can be accessed on Google Scholar. The conclusion, (i) Digital transformation-based entrepreneurship education creates a new learning model in colleges with the aim of developing entrepreneurial attitudes and values among young people, especially students, so as to produce entrepreneurial intentions. (ii) Higher education as an entrepreneur education provider must follow the progress of digital transformation in the teaching process of entrepreneurship education so that digital literacy among lecturers and students is getting better. (iii) The participation of stakeholders, the Government, college and the business world, is expected to provide support in policy making, especially curriculum changes in accordance with current circumstances in creating new business actors or entrepreneurial intentions.

 Purpose: This research paper aims to assess the proficiency of tertiary education providers in engaging with online learning environments, especially in the context of the post-COVID-19 transition. The COVID-19 pandemic accelerated the adoption of online learning platforms, it is essential to understand how educational institutions have adapted and evolved in their approach to virtual education. The central research question explores how Continuous Professional Development (CPD), Technological Infrastructure (TI), and Support Systems (SS) collectively influence educators’ proficiency in online teaching (POT). Study design/methodology/approach: A comparative study was performed, comparing data collected during the COVID-19 pandemic with post-pandemic data from higher education institutions in Uzbekistan. In-depth interviews were conducted with 15 education facilitators representing both public and international educational institutions. This purposive sampling approach allows for a holistic exploration of the experiences, challenges, strategies, and preparedness of these facilitators during the transition to online learning. Manual qualitative data classification and content analysis were employed to understand themes in respondent experiences and identified actions. Findings: The study reveals the significant role of CPD, robust TI, and effective SS in enhancing the Proficiency of tertiary education providers in engaging with Online Teaching. These elements were found to be significant determinants of how well institutions and educators adapted to the shift to virtual education. The research offers valuable insights for educators, policymakers, and students, aiding in decision-making processes within academia and guiding the development and implementation of effective online teaching strategies. Originality/value: This study contributes to the existing literature by providing an in-depth understanding of the adjustments education facilitators make in response to the pandemic. It emphasizes the importance of ongoing preparation for online learning and highlights the role of digital workplace capabilities in ensuring successful interaction in virtual educational environments.

With the rapid development of digital technology, the digital infrastructure enables the rapid formation, modification and refactoring of digital products through continuous experimentation and implementation, reduces the cost of innovation, and facilitates the implementation of digital innovation. To solve the problem that the technical scope of digital innovation is relatively concentrated and the knowledge flow between the achievements of digital innovation is insufficient, this study investigates the impact of digital infrastructure on organizational digital innovation in China. The cross-sectional study was conducted from November 2023 to March 2024 among 384 employees and managers in the core industries of the digital economy, as well as enterprises in traditional industries in China. Data were collected using closed-ended questionnaires adapted from previous literature. Structural equation modelling (SEM) was employed to analyze the data using SPSS 28 and AMOS 28. The results reveal that both the information infrastructure and the innovation infrastructure have a positive and direct effect on organizational digital innovation in China, as well as an indirect effect through data flows. Converged infrastructure has only an indirect impact on organizational digital innovation through the flow of data.