The relatively moderate impact of digital literacy, compared to the stronger influence of critical thinking and cybersecurity knowledge

The gap

Evidence profile

Sourced from the discussion and inline gaps and recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• PEDAGOGICAL FRAMEWORK FOR DEVELOPING CYBERSECURITY AWARENESS AMONG STUDENTS: A COMPETENCY-BASED AND DATA-DRIVEN APPROACH (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The relatively moderate impact of digital literacy, compared to the stronger influence of critical thinking and cybersecurity knowledge, indicates that the ability to operate digital tools is insufficient without the capacity to interpret, evaluate, and respond to risks. Furthermore, the relatively lower influence of ethical awareness suggests that ethical principles alone are insufficient unless they are reinforced through real-life practice and contextual learning.

  generaldiscussion
  Keywords: relatively digital influence insufficient ethical moderate impact literacy compared stronger critical thinking cybersecurity knowledge indicates
• Teaching Environmental Science Communication: A Multimodal and AI-Enhanced Framework Supported by Applied Case Studies (2026) · Education Sciences · doi

  Finally, the framework proposed in this study could be further explored in other disciplinary domains beyond environmental sciences, such as health communication, engi- neering education, or social sciences, in order to assess its transferability and adaptability across different educational and epistemological contexts. Third, further investigation into the role of digital technologies and artificial intelli- gence should adopt more systematic and experimental approaches, examining not only their effectiveness but also their ethical, cognitive, and pedagogical implications (Airaj, 2024; Egamberdiyeva, 2025; Ozturk, 2025).

  generalinline gaps
  Keywords: further sciences finally framework proposed explored disciplinary domains beyond environmental health communication engi neering education
• IMPLICACIONES ÉTICAS EN LA ENSEÑANZA DE LAS TIC (2026) · DIALÉCTICA · doi

  teaching processes. Methodologically, it is framed within a qualitative, hermeneutic study, so the analysis was based on secondary sources found in scientific databases and institutional documents, limiting the corpus to studies that allowed for such reflective bases. Among the main findings was that teachers' digital skills must necessarily include the component of responsible digital teaching and other aspects related to the ethics of teaching ICT in the classroom. It was concluded that there is a growing complexity accompanying the ethical integration of technologies in the educational field; ICTs, with their robust and multiple benefits, lead to situations with ethical implications and aggravating factors of illegality when teachers do not practice them with due ethical care in their pedagogical processes. Furthermore, it is not only a question of teaching with ICT, but of doing so from an ethical perspective that guarantees safe, inclusive, and equitable environments for all educational actors, which is why it is necessary to delve deeper into this issue. Keywords: Teaching, digital culture, teacher training, ethical implications, information and communication technologies. https://doi.org/10.56219/dialctica.v1i30.6019 153 Número 30 Vol. 1 (2026), pp. 152 - 183 / Edición Contínua INTRODUCCIÓN Tomando en cuenta que, las tecnologías de la información y la comunicación (TIC), incluyen herramientas, dispositivos y redes que facilitan la creación, el almacenamiento y el intercambio de datos digitales y que además, a través del acceso en línea se pueden explorar entre otros recursos los repositorios, materiales educativos y elaborar evaluaciones instantáneas con lo que la educación ha redefinido la interacción pedagógica y ampliado los entornos de aprendizaje y evaluaciones instantáneas (Cabero, 2022). Lo anterior, supone que los docentes asuman un nuevo rol, de cara al diseño de sus métodos instruccionales, donde las TIC se conviertan en un aliado que favorezca significativamente el proceso de aprendizaje en los estudiantes y por ende se mejore el rendimiento académico de los mismos, pues, entre otras cosas, los estudiantes reciben sus clases en ambientes tecnológicos, a menos y de mayor interés para ellos. Es allí donde la sagacidad del docente se pone a prueba, para ser capaz de integrar las tecnologías en sus procesos pedagógicos, sin que esto represente un obstáculo para él y una desatención de los fines de aprendizaje en el estudiante. Bajo este contexto, el uso de la tecnología en la vida diaria ha transformado radicalmente los modos de comunicación, trabajo, aprendizaje y construcción del saber colectivo de las personas. Las TIC no son solamente herramientas tecnológicas, sino que constituyen un fenómeno social y cultural que afecta la forma en la que las https://doi.org/10.56219/dialctica.v1i30.6019 154 Autores:

  generalrecommendations
  Keywords: teaching ethical aprendizaje digital tecnolog para processes teachers technologies educational implications https dialctica comunicaci herramientas

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