MECHANISMS AND PATHWAYS FOR DIGITAL LITERACY UNDER EDUCATION 4.0 IN APPLIED UNIVERSITIES: EVIDENCE FROM THE DIGITAL ECONOMY CONTEXT
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This study aimed to: 1) To examine the influence of Education 4.0 on students’ digital literacy in applied universities. 2) To investigate the mediating role of instructional innovation between Education 4.0 and digital literacy. 3) To analyze the relationship between digital literacy and learning satisfaction within the digital economy context. This study adopted a quantitative-dominant sequential explanatory mixed-methods design. Quantitative data were collected from 857 undergraduate students enrolled in three applied universities in Guizhou Province, China. Qualitative data were obtained through semi-structured interviews with 15 participants. Structural Equation Modeling (SEM) and thematic analysis were employed to examine the proposed relationships and explain the quantitative findings.
The findings revealed that: 1) Education 4.0 significantly and positively influences instructional innovation. 2) Education 4.0 significantly enhances students’ digital literacy. 3) Instructional innovation partially mediates the relationship between Education 4.0 and digital literacy. 4) Digital literacy significantly improves learning satisfaction. 5) The serial pathway Education 4.0 Instructional Innovation Digital Literacy Learning Satisfaction was supported.
The results indicate that instructional innovation serves as the primary mechanism through which Education 4.0 contributes to digital literacy development and educational quality enhancement in applied universities.
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