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Statistical Analysis of the Joint Impact of Digital Awareness and Information Literacy on Educational Quality of Life Using SEM-PLS |
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PP: 805-815 |
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doi:10.18576/jsap/140509
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Author(s) |
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Abdulaziz Mohammed Alismail,
Nahedh Salem Aloudah,
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Abstract |
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| In this study, we examine the joint influence of digital awareness and information literacy on the quality of
educational life among secondary school students in Saudi Arabia, in alignment with the nation’s Vision 2030 educational transformation goals. Employing a descriptive, correlational, and causal-comparative research design, we investigate (a) students’ levels of digital awareness, information literacy, and educational quality of life; (b) statistically significant differences in these variables based on gender and academic grade; and (c) the development of a structural model capturing the direct and indirect relationships between these constructs. Data were collected from a stratified random sample of 391 students using three validated instruments. Structural equation modeling via the partial least squares approach (SEM-PLS) was used to analyze the data. The findings revealed that students reported high levels of digital awareness, information literacy, and perceived educational quality of life. Significant differences were observed across academic grade levels, while no differences emerged based on gender or gender–grade interaction. The proposed structural model demonstrated that digital awareness significantly predicts information literacy, both of which exert direct and indirect effects on students’ educational quality of life. These results highlight the integrative role of digital and information competencies in shaping students’ educational experiences and offer empirical evidence that can inform national strategies for digital integration in secondary
education. |
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