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<p>The digital divide is a critical issue affecting adolescents’ development, which can be effectively bridged through targeted educational interventions. Three pedagogies can potentially be applied to information and communication technology (ICT) education to achieve digital equity among adolescents, including inquiry-based learning, direct instruction, and a combination of the two. However, previous evidence is limited and inconsistent on whether these pedagogies can be used in ICT education. Furthermore, the digital gender divide exists, which requires gender-sensitive pedagogy to promote gender equity and eliminate gender bias. Nevertheless, research on gender differences in digital usage and digital literacy remains inconsistent, which creates uncertainty and ambiguity in designing gender-sensitive pedagogy. Therefore, this study aimed to examine the potential application of three pedagogical methods, advance the gender-sensitive pedagogy in ICT education, and clarify existing inconsistent findings by investigating the longitudinal relationships between various types of digital usage and digital literacy, as well as how these relationships differ by gender. A random sample of 1,538 schoolchildren enrolled in grades 6 to 9 from Jilin Province, mainland China, participated in a two-wave longitudinal panel study, with a six-month interval. The cross-lagged panel model was adopted to analyze the within-time and temporal associations in the <i>R</i> software. Overall, the results showed that the combination of inquiry-based learning and direct instruction can be applied to ICT education, particularly effective in adolescents’ communication and entertainment usage. Furthermore, inquiry-based learning can be adopted to design ICT education for all types of digital usage to promote digital literacy. Additionally, gender-sensitive pedagogy should be integrated into ICT education pedagogies. Specifically, females are more applicable to the inquiry-based learning approach for all types of digital usage, rather than males. In conclusion, this study not only advances the theoretical framework for promoting digital equity by considering the interactions of digital usage patterns, pedagogical strategies, and gender differences but also contributes to ICT education, suggesting that effective pedagogy should be designed with careful attention to digital usage patterns and gender variations.</p>

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Inquiry-based or direct instruction in ICT education among adolescents? Evidence from the reciprocal relationship between different types of digital usage and digital literacy

  • 期刊论文

  • 发表日期：

    2025年10月21日

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  • Ning Ding,
  • Chunkai Li

摘要

The digital divide is a critical issue affecting adolescents’ development, which can be effectively bridged through targeted educational interventions. Three pedagogies can potentially be applied to information and communication technology (ICT) education to achieve digital equity among adolescents, including inquiry-based learning, direct instruction, and a combination of the two. However, previous evidence is limited and inconsistent on whether these pedagogies can be used in ICT education. Furthermore, the digital gender divide exists, which requires gender-sensitive pedagogy to promote gender equity and eliminate gender bias. Nevertheless, research on gender differences in digital usage and digital literacy remains inconsistent, which creates uncertainty and ambiguity in designing gender-sensitive pedagogy. Therefore, this study aimed to examine the potential application of three pedagogical methods, advance the gender-sensitive pedagogy in ICT education, and clarify existing inconsistent findings by investigating the longitudinal relationships between various types of digital usage and digital literacy, as well as how these relationships differ by gender. A random sample of 1,538 schoolchildren enrolled in grades 6 to 9 from Jilin Province, mainland China, participated in a two-wave longitudinal panel study, with a six-month interval. The cross-lagged panel model was adopted to analyze the within-time and temporal associations in the R software. Overall, the results showed that the combination of inquiry-based learning and direct instruction can be applied to ICT education, particularly effective in adolescents’ communication and entertainment usage. Furthermore, inquiry-based learning can be adopted to design ICT education for all types of digital usage to promote digital literacy. Additionally, gender-sensitive pedagogy should be integrated into ICT education pedagogies. Specifically, females are more applicable to the inquiry-based learning approach for all types of digital usage, rather than males. In conclusion, this study not only advances the theoretical framework for promoting digital equity by considering the interactions of digital usage patterns, pedagogical strategies, and gender differences but also contributes to ICT education, suggesting that effective pedagogy should be designed with careful attention to digital usage patterns and gender variations.