The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy...The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy by using the data of the Program for International Student Assessment(PISA)2018 and the multi-level model approach.It is found that the ICT development at each level has a significant positive effect on students’digital reading literacy,and there is a significant interactive moderating effect between different levels.The gap in ICT development levels between the countries participating in the Belt and Road Initiative(BRI)and developed economies has a“Matthew effect”in widening the digital reading literacy gap in the short term,but in the long run,the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect.China should make use of its advantages in ICT development to engage in global education governance,facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI,and contribute to the development of global education by opening up a new way of development.展开更多
基金project“Studies on the Language Proficiency Standard and Development of English Teachers in Primary and Secondary Schools from the Perspective of Core Literacy”(No.17XYY029)supported by the National Social Science Fund of Chinaa part of the international and regional study funded by the Ministry of Education of the People’s Republic of China“The International Comparison of Primary and Secondary School Teachers’Status and Salaries and Strategies on How to Improve Them:Taking Poland,Finland,Germany,the United States,Japan,Republic of Korea,and China as Examples”(No.19GBQY027).
文摘The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy by using the data of the Program for International Student Assessment(PISA)2018 and the multi-level model approach.It is found that the ICT development at each level has a significant positive effect on students’digital reading literacy,and there is a significant interactive moderating effect between different levels.The gap in ICT development levels between the countries participating in the Belt and Road Initiative(BRI)and developed economies has a“Matthew effect”in widening the digital reading literacy gap in the short term,but in the long run,the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect.China should make use of its advantages in ICT development to engage in global education governance,facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI,and contribute to the development of global education by opening up a new way of development.
