Causal Model of Lifelong Learning Based on Digital Literacy with the Mediating Role of Knowledge Sharing

Sohili, Faramarz; Abdi, Ali; Mansouri, Narges

doi:10.22034/jipm.2025.719184

Causal Model of Lifelong Learning Based on Digital Literacy with the Mediating Role of Knowledge Sharing

Document Type : Original Article

Authors

Faramarz Sohili ¹

ali abdi ²

narges Mansouri ³

¹ PhD in Knowledge and Iformation Sciences; Associated Professor; Department of Knowledge and Information Science; Faculty of Educational Scince and Psychology; Payame Noor University; Tehran, Iran

² PhD in Curriculum; Associated Professor; Department of Educational Science; Faculty of Educational Scince and Psychology; Payame Noor University; Tehran, Iran;

³ M. A. in curriculum; Department of Educational Sciences; Faculty of Educational Scince and Psychology; Payame Noor University; Tehran, Iran

10.22034/jipm.2025.719184

Abstract

With the advent of information and communication technology era, the field of instruction is one of the first institutions to undergo fundamental changes. Today, schools are in the spotlight, which by utilizing information and communication technology (ICT), provide lifelong learning and provide individuals with appropriate opportunities for growth and life experience. Therefore, the purpose of this research was to fit the conceptual model of lifelong learning based on digital literacy with the mediating role of knowledge sharing with the empirical model.
The research is applied in terms of purpose and descriptive-correlational in terms of implementation method. The statistical population included all elementary school teachers in the Kohnani district of Kohdasht city in the academic year 2023-2024, i.e. 285 people. The sample size was determined based on the Cochran formula and was estimated at 164 people, who were selected by random sampling. The research tools included the lifelong learning questionnaires of Lee and Tsai (2007), digital literacy of Rodríguez-de-Dios, Igartua & González-Vázquez (2016), and knowledge sharing of Van den Hoff and Van Weenen (2004). The reliability of the questionnaires was obtained through Cronbach’s alpha for the lifelong learning questionnaire 0.939, digital literacy 0.792, and knowledge sharing 0.837. Descriptive statistics indicators including meanand standard deviation were used to analyze the data. Also, to answer the research hypotheses, the results were analyzed using Smart-PLS software using structural equation and path analysis methods.
The research findings showed that digital literacy has a direct effect on knowledge sharing and lifelong learning. Knowledge sharing has a direct effect on lifelong learning, and digital literacy has an indirect effect on lifelong learning with the mediating role of knowledge sharing. Also, the conceptual model of lifelong learning based on digital literacy with the mediating role of knowledge sharing with the empirical model, according to the calculated coefficient (GOF = 0.31), it can be concluded that the model has an average fit.
The research findings showed that the conceptual model of lifelong learning based on digital literacy with the mediating role of knowledge sharing has a good fit with the empirical model of data, so that digital literacy with the mediating role of knowledge sharing has a positive and significant effect on lifelong learning. Digital literacy and knowledge sharing are among the effective factors of lifelong learning of teachers. As a result, to improve lifelong learning, teachers should consider both their digital competence and knowledge sharing.

Keywords

Lifelong Learning

Digital Literacy

Knowledge Sharing

Subjects

Knowledge Exploration and Extraction

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