Teachers Digital Literacy in Student's Academic Performance in remote region of Ghizer, Gilgit Baltistan, Pakistan

• In Event: Highlighted Session: Envisioning Education in a Digital Society

Proposal

: Digital literacy among teachers has become increasingly vital in the contemporary educational landscape, particularly in remote and underserved regions. This study investigates the role of teachers' digital literacy in influencing student academic performance, focusing on a sample of 200 teachers from the Ghizer district of Gilgit-Baltistan, a remote region in northern Pakistan. The research aims to understand how the proficiency of teachers in using digital tools and technologies correlates with the academic outcomes of their students, particularly in areas where access to digital resources is limited. The study utilizes a mixed-method approach, combining quantitative data from teacher assessments of digital literacy with qualitative insights gathered through interviews and focus group discussions. The quantitative aspect includes a structured survey that evaluates teachers' competencies in various digital skills, such as using educational software, navigating online resources, and integrating digital tools into their teaching practices (Ertmer et al., 2012). The qualitative component explores the challenges and barriers teachers face in adopting digital literacy, as well as their attitudes towards digital education and its perceived impact on student learning (Nelson, 2020). Findings indicate a strong positive correlation between teachers' digital literacy and student academic performance, which aligns with previous research indicating the importance of teacher skills in educational technology for student outcomes (Kong et al., 2014; Tondeur et al., 2017). Teachers who exhibit higher levels of digital proficiency are better able to integrate technology into their classrooms, creating more interactive and engaging learning environments. This integration has been shown to enhance students' understanding and retention of subject matter, particularly in subjects that benefit from visual aids and interactive content, such as science and mathematics (Higgins et al., 2012). Additionally, teachers who are digitally literate are more adept at utilizing online resources for lesson planning and personalized instruction, which caters to diverse learning needs and paces. The study also highlights several barriers to digital literacy among teachers in Ghizer. These include limited access to reliable internet and digital devices, lack of training and professional development opportunities, and inadequate institutional support (Ritzhaupt et al., 2013). Despite these challenges, the data reveals a growing awareness among teachers of the importance of digital literacy in modern education. Many teachers express a willingness to learn and adopt new digital tools, recognizing their potential to enhance student engagement and academic outcomes (Nelson, 2020). The implications of this study are significant for policymakers and educational stakeholders in Gilgit-Baltistan and similar remote regions. To improve student academic performance, there is a need to invest in enhancing teachers' digital literacy through targeted professional development programs, improved access to digital resources, and supportive infrastructure (Vrasidas, 2015). Providing teachers with the necessary tools and training to effectively integrate technology into their teaching can bridge the digital divide and contribute to more equitable education outcomes. In conclusion, this study underscores the critical role of teachers' digital literacy in shaping student academic performance in remote and underserved regions. By equipping teachers with the skills and resources needed to navigate the digital landscape, education systems can foster environments where all students, regardless of geographic location, have the opportunity to thrive in a digitally driven world. Future research should explore the long-term impacts of digital literacy on educational equity and the specific strategies that can be employed to sustain digital literacy initiatives in remote regions. References Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Education Endowment Foundation. Kong, S. C., Chan, T. W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., & Sharples, M. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Educational Technology & Society, 17(1), 70-81. Nelson, M. J. (2020). Digital literacy in education: The role of teachers and policy. Journal of Digital Education, 12(3), 345-358. Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2013). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 48(4), 453-479. Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. Vrasidas, C. (2015). The impact of technology on education and the implications for policy. International Journal of Educational Policy Research and Practice, 16(2), 115-125.

Authors

• Rashida Hayat, Mountain Institute for Education and Development

• Khurasan Ali Shah, International Rescue Committee