The Effect of Digital School Culture on Science Education and Scientific Literacy: A Scoping Review

Authors

  • Sanita Litina Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV -1083, Latvia
  • Zanda Rubene Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV -1083, Latvia

DOI:

https://doi.org/10.15503/jecs2024.1.41.55

Keywords:

digital school culture, scientific literacy, digital literacy, science education, scoping review

Abstract

Thesis. In today's education scene, the incorporation of digital technology in schools has brought about a significant change beyond conventional limits, promoting a new cultural mindset known as the digital school culture. The development of “digital school culture” is one of the most prominent examples of the fusion of digital culture and school culture. The convergence of digital culture and scientific competence is becoming more evident, encompassing not only the comprehension of scientific knowledge but also the ability to adapt to swiftly evolving technologies, employ creative thinking, solve problems, make informed decisions, and apply scientific reasoning to real-world scenarios. This scoping review aims to understand the impact of digital school culture on students' scientific literacy and science educational outcomes.

Concept. Digital school culture is the integration of digital technologies and educational practices in schools, involving the attitudes, behaviour, and practices of educators, students, and administrators. The key elements of digital school culture include strategy and leadership, educator preparedness, school preparedness, technological responsiveness, and digital pedagogy.

Results and conclusion. This scoping review critically examines 10 studies published between 2009 and 2022, with a primary focus on components of digital school culture in science education. The review reveals that digital learning systems, digital environments to support student learning, digital technologies and tools, a digital curriculum, and pedagogical practices involving digital technology significantly improve scientific literacy.

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Author Biographies

  • Sanita Litina, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV -1083, Latvia

    Master of Public Health at Riga Stardiņš University. She is currently pursuing a PhD in educational sciences at the University of Latvia. She was awarded a scientific grant to develop her dissertation on factors affecting health care students' digital competence. She has gained experience as a manager and lecturer on multiple international educational and continuing education projects. She has also published several research articles in peer-reviewed journals. Her research interests include digital health and the study of digital skills in different target groups.

  • Zanda Rubene, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV -1083, Latvia

    Dr. Paed., is a professor of University of Latvia in philosophy of education, vice dean of the Faculty of Education Sciences and Psychology, Head of the Doctoral Study program “Education Sciences”. She is the expert in Education Sciences at the Council of Sciences of the Republic of Latvia. Her main research interests are philosophy of education, digital childhood, transversal competences and critical thinking, she has a projects and publications on this topic, participates in international scientific conferences. Author of the books "Critical Thinking in University Studies", "Introduction to Media Pedagogy" and "Digital Childhood". 

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Published

2024-06-13

How to Cite

Litina, S., & Rubene, Z. (2024). The Effect of Digital School Culture on Science Education and Scientific Literacy: A Scoping Review. Journal of Education Culture and Society, 15(1), 41-55. https://doi.org/10.15503/jecs2024.1.41.55