Developing Critical Cultural and Digital Literacy: From Primary School to Teacher Education and Back

Eleni Louloudi, Lotta König, Peter Schildhauer

The authors propose critical literacy as a way to ground democratic education in foreign language teaching, particularly within cultural and digital learning contexts. They present a planning framework and practical examples from Canadian research across educational levels, and discuss implications for teacher education at Bielefeld University and beyond.

Enhancing Information Literacy of Primary School Teachers in Smart Education Environments

Yijing He, Jianhuang Meng

This mixed-methods study found that many primary school teachers lack strong critical information evaluation skills despite basic technological proficiency, with information literacy influenced by technology use, professional development, and institutional infrastructure. It concludes that improving information literacy requires targeted training, better infrastructure, collaborative learning communities, and policies to reduce urban–rural digital divides.

Primary Pupils' Use of Information and Communication Technologies at School and Home

N. Selwyn, J. Potter, S. Cranmer

This study of 612 primary pupils found that children’s use of ICTs, especially at school, was limited and routine, shaped largely by school context and year group. Although pupils believed ICT supported learning, educational use was constrained by school restrictions, leading the authors to recommend more open internet access and greater dialogue with pupils about meaningful ICT use.

Digital Citizenship Education Supported by Blended Learning in Primary School

Mustafa Erol

This quasi-experimental study found that blended learning–supported digital citizenship education significantly improved primary students’ digital citizenship, digital literacy, and ICT skills compared to traditional instruction. The results highlight blended learning as an effective approach, particularly for strengthening students’ digital skills.

Distance Learning in Primary School during COVID‑19

Svetlana Lytvynova, Nataliia Demeshkant

Experimental study of an online learning model for primary pupils. Finds that access to devices, clear digital tasks, and monitoring tools are vital. Teachers can use its structure—organization, live teaching, and feedback—to design effective digital homework and blended lessons.