Enhancing Information Literacy of Primary School Teachers in Smart Education Environments
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Abstract
Background and Aim: Smart education environments require primary school teachers to possess high levels of information literacy—the ability to effectively access, evaluate, and use digital information. This study aims to explore strategies for enhancing information literacy among primary school teachers in rapidly evolving technological teaching contexts.
Materials and Methods: A mixed-methods approach was employed, combining quantitative surveys (n=100) across diverse regions with qualitative in-depth interviews (n=30). Surveys were analyzed using statistical methods (SPSS), while interview data underwent thematic coding analysis to ensure triangulation and provide a comprehensive understanding of the phenomenon.
Results: Findings revealed that 65% of primary school teachers demonstrated insufficient critical information evaluation skills despite basic technological proficiency. Key factors influencing information literacy included frequency of technology use (r=0.67, p<0.01), participation in targeted professional development programs, and institutional technological infrastructure. Rural teachers faced significantly greater challenges with technological access (p<0.05)
Conclusion: Enhancing primary school teachers' information literacy requires a systematic approach including: (1) context-specific professional development focusing on critical evaluation skills; (2) improved technological infrastructure; (3) collaborative learning communities; and (4) policy changes addressing digital divides between urban and rural educational settings. These strategies are essential for improving teaching quality and supporting sustainable smart education implementation.
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