Connected or Disconnected? The Role of Digital Proficiency in Shaping Student Views of Teachers

• In Event: Highlighted Session: Digital Dynamics in Education: Cross-Continental Insights and Innovations

Proposal

Research Questions:
1. Do students who show higher self-efficacy in using digital devices have more positive relationships with their teachers?
2. Does the perception of school regulation policies on digital learning positively influence student-teacher relations?

Introduction

The integration of digital technologies, particularly artificial intelligence (AI), has significantly transformed education, fostering debates on its impact on students and teachers alike. As tools like ChatGPT and other AI-driven applications become more widespread, students are gaining enhanced digital competencies, prompting important inquiries into how this affects their views of their teachers. Recent studies indicate extensive use of AI in education, with a notable percentage of students employing tools such as ChatGPT, thus altering the dynamics between students and teachers. The ongoing evolution of AI and digital technologies raises questions about whether they support or undermine the teaching profession.
This research aims to explore the relationship between students' digital competencies and their attitudes toward teachers, focusing on two main questions: (1) Do students with higher self-efficacy in digital competencies have more positive relationships with their teachers? (2) Does the perception of school regulation policies on digital learning positively influence student-teacher relations? This study will utilize data from the 2022 Programme for International Student Assessment (PISA) to investigate these relationships.
The first hypothesis posits that higher self-efficacy in digital competencies is positively correlated with students' respect for their teachers. Students confident in using digital tools may perceive their teachers as more capable or relatable when they effectively integrate technology into their instruction. However, this respect may be contingent on the teacher's own digital proficiency. Students confident in using digital tools may only hold higher regard for teachers who are equally adept at integrating technology into their instruction. In schools where teachers have lower average digital competencies, the respect from digitally proficient students may be diminished. To account for this, it would be important to measure teachers' digital skills at the school level and examine how they influence student-teacher relationships, particularly among students with high digital self-efficacy.
In addition, the second hypothesis explores the impact of students' perceptions of school policies on digital learning. It suggests that positive perceptions of these policies may strengthen student-teacher relations by creating an environment where digital tools are seen as enhancing the educational experience rather than replacing the teacher’s role. This aligns with findings from the literature, which suggest that well-implemented digital policies can lead to improved educational outcomes and greater appreciation for teachers who effectively integrate technology into their classrooms.

Data and Methods

The study will focus on the responses of 15-year-old students across various countries who participated in the ICT familiarity questionnaire in PISA 2022. This data provides valuable insight into how digital technologies are used and perceived in educational environments globally.
The primary dependent variable in this research is the quality of student-teacher relationships, as perceived and reported by the students. The main independent variables are the students' self-efficacy in digital competencies—specifically their ability to perform various tasks using digital tools—and their perceptions of school policies regarding digital learning. These perceptions include students’ views on the effectiveness and appropriateness of rules regulating ICT use at their schools.
To account for potential confounding factors, the study will control for individual-level covariates such as gender, PISA test scores, family background (indicated by the Economic, Social, and Cultural Status, ESCS), and whether they reside in rural or urban areas. At the country level, variables such as GDP per capita, ICT access at the school level, the average national PISA test score, and public education spending as a percentage of GDP will also be considered to provide a more nuanced analysis.
The analytical approach will employ multi-level modeling to effectively handle the nested data structure inherent in the PISA 2022 dataset, which includes students grouped within schools and schools within countries. A random-intercept model will be used to test the research questions, allowing for the assessment of both individual and contextual effects on the perceived quality of student-teacher relationships. This method is particularly suited to this study as it accommodates variations that may exist between different educational systems and cultural contexts.

Expected Results and Scholarly Significance

The study will examine both the direct impact of students’ digital competencies on their views of teachers and the broader influence of school policies on digital learning. By considering the role of these policies, the research seeks to understand how institutional support for technology affects the educational environment and, subsequently, student-teacher dynamics. This approach recognizes the importance of systemic factors in shaping educational experiences and highlights the potential for policy to foster positive relationships within the school setting.
The outcomes of this research could have significant implications for educational policy and teaching practice. If the findings support the hypothesis that positive perceptions of digital learning policies enhance student-teacher relations, educational systems might focus more on the development and communication of such policies. Conversely, if the results reveal that digital competencies lead to more critical views of teachers, it may prompt a reassessment of how digital tools are integrated into the curriculum to ensure they complement rather than supplant the role of teachers.
Ultimately, this study will contribute to the ongoing discussion about the evolving role of digital technology and AI in education, offering insights into how students' digital competencies and perceptions of educational policies affect their relationships with teachers. By examining the influence of both individual skills and institutional policies, this research aims to inform strategies for balancing technology and human instruction in ways that enhance learning outcomes while preserving the integrity of the teaching profession.

Authors

• Haram Jeon, Chonnam National University

• Gerald LeTendre, Penn State College of Education

• Hyunwoo Yang, The Chinese University of Hong Kong