The Relationship between Lifelong Learning Trends, Digital Literacy Levels and Usage of Web 2.0 Tools with Social Entrepreneurship Characteristics / Korelacija trendova cjeloživotnoga učenja, razina digitalne pismenosti, učestalosti upotrebe Web 2.0 alata
Abstract
Abstract
This study aims to examine how lifelong learning trends, usage of Web 2.0 tools, and digital literacy levels affect social entrepreneurship characteristics. The study used the descriptive cross-sectional survey model. In this context, Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale, Digital Literacy Scale and the Frequency of Web 2.0 Usage Questionnaire were applied to the prospective teachers (N=809) studying at Sakarya University Faculty of Education. Two different models were created with Structural Equation Modeling based on the data obtained, and these two models were combined to be tested. It was concluded that lifelong learning trends, digital literacy levels and frequency of using Web 2.0 tools have a direct and indirect impact on social entrepreneurship.
Key words: digital literacy; lifelong learning; social entrepreneurship; structural equation modelling (SEM); Web 2.0.
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Sažetak
Cilj je ovoga rada istražiti kako trend cjeloživotnoga učenja, upotreba Web 2.0 alata i razina digitalne pismenosti utječu na karakteristike socijalnog poduzetništva. Istraživanju se pristupilo koristeći se deskriptivnim modelom ankete. U tom kontekstu budući učitelji (n=809) koji studiraju na Učiteljskom fakultetu Sveučilišta Sakarya ispunili su sljedeće upitnike: Skala osposobljenosti za socijalno poduzetništvo (eng. Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale), Skala digitalne pismenosti (eng. Digital Literacy Scale) i Upitnik o učestalosti upotrebe Web 2.0 (eng. Frequency of Web 2.0 Usage Questionnaire). Putem podataka dobivenih strukturalnim modeliranjem, dobivena su dva različita modela koja su objedinjena za potrebe istraživanja. Zaključeno je da trendovi cjeloživotnoga učenja, razine digitalne pismenosti i učestalost upotrebe Web 2.0 alata imaju izravan i neizravan učinak na socijalno poduzetništvo.
Ključne riječi: cjeloživotno učenje; digitalna pismenost; socijalno poduzetništvo; strukturalno modeliranje; Web 2.0.
This study aims to examine how lifelong learning trends, usage of Web 2.0 tools, and digital literacy levels affect social entrepreneurship characteristics. The study used the descriptive cross-sectional survey model. In this context, Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale, Digital Literacy Scale and the Frequency of Web 2.0 Usage Questionnaire were applied to the prospective teachers (N=809) studying at Sakarya University Faculty of Education. Two different models were created with Structural Equation Modeling based on the data obtained, and these two models were combined to be tested. It was concluded that lifelong learning trends, digital literacy levels and frequency of using Web 2.0 tools have a direct and indirect impact on social entrepreneurship.
Key words: digital literacy; lifelong learning; social entrepreneurship; structural equation modelling (SEM); Web 2.0.
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Sažetak
Cilj je ovoga rada istražiti kako trend cjeloživotnoga učenja, upotreba Web 2.0 alata i razina digitalne pismenosti utječu na karakteristike socijalnog poduzetništva. Istraživanju se pristupilo koristeći se deskriptivnim modelom ankete. U tom kontekstu budući učitelji (n=809) koji studiraju na Učiteljskom fakultetu Sveučilišta Sakarya ispunili su sljedeće upitnike: Skala osposobljenosti za socijalno poduzetništvo (eng. Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale), Skala digitalne pismenosti (eng. Digital Literacy Scale) i Upitnik o učestalosti upotrebe Web 2.0 (eng. Frequency of Web 2.0 Usage Questionnaire). Putem podataka dobivenih strukturalnim modeliranjem, dobivena su dva različita modela koja su objedinjena za potrebe istraživanja. Zaključeno je da trendovi cjeloživotnoga učenja, razine digitalne pismenosti i učestalost upotrebe Web 2.0 alata imaju izravan i neizravan učinak na socijalno poduzetništvo.
Ključne riječi: cjeloživotno učenje; digitalna pismenost; socijalno poduzetništvo; strukturalno modeliranje; Web 2.0.
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PDFDOI: https://doi.org/10.15516/cje.v21i1.2989
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