Development of an Information and Communication Technology Literacy Evaluation Model for Vocational College Students in Guangxi

Li  Run; Sombat  Teekasap; Nainapas  Injoungjirakit; Prapai  Sridama

doi:10.60027/iarj.2024.279345

Authors

Li Run Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0001-6150-0752
Sombat Teekasap Bansomdejchaopraya Rajabhat University, Thailand 1E-mail: Lirun111@qq.com, ORCID ID: https://orcid.org/0000-0001 https://orcid.org/0000-0002-2101-5637
Nainapas Injoungjirakit Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0001-5342-7724
Prapai Sridama Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-1453-9221

DOI:

https://doi.org/10.60027/iarj.2024.279345

Keywords:

Elements, ICT Literacy, Evaluation Model

Abstract

Background and Aims: As the global digitalization process accelerates, the rapid development and widespread application of new ICT technologies, such as AI, cloud computing, big data, blockchain, and the metaverse, have made digitalization the main driver of global social and economic development. Evaluating the ICT literacy of vocational college students is crucial for enhancing their ICT skills and serves as an important foundation for their future career development. This study aims to: 1) investigate the current issues and solutions in the assessment of ICT literacy among vocational college students in Guangxi, and 2) develop an ICT literacy evaluation model.

Methodology: The research methods include semi-structured interviews and the Delphi technique. This study successfully constructed an ICT literacy evaluation model for vocational college students in Guangxi and provided corresponding recommendations, aiming to offer theoretical references and practical guidance for improving students' ICT literacy.

Results: Social responsibility and vocational competency are two components of the ICT literacy model that Guangxi vocational students use to improve their digital literacy and problem-solving abilities. It supports the creation of successful curricula, enhances instructional strategies, and harmonizes evaluation procedures. Curriculum development and educational policies are informed by this model, which also gets students ready for the workforce.

Conclusion: For Guangxi vocational students, the ICT literacy model improves digital skills, problem-solving abilities, and vocational competence, helping to prepare them for the workforce. It also supports the creation of successful curricula and informs policy in education.

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