Bridging The Digital Divide: Evaluating the Role of Digital Security and Problem-Solving Skills in Teacher Professional Development
Keywords:
Digital Divide, Digital Security, Problem-Solving Skills, Teacher Professional Development, Digital Literacy, Educational Technology
Abstract
The digital divide continues to be a significant barrier in the education sector, impacting teachers' professional development. This paper evaluates the role of digital security awareness and problem-solving skills in bridging this divide, particularly for educators adapting to technology-driven learning environments. Using secondary data, this study synthesizes findings from global research on how digital security competencies and problem-solving abilities contribute to teachers’ professional growth. The paper underscores the necessity of targeted training programs and policy interventions to equip educators with the necessary digital skills, thereby fostering an inclusive and secure educational ecosystem. The findings suggest that investing in digital literacy, security practices, and critical problem-solving capabilities significantly enhances teachers' efficiency and effectiveness in digital pedagogy.
References
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2. Brown, K., & Taylor, P. (2022). Cybersecurity awareness and training in education: Addressing the digital skills gap. Computers & Education, 180, 104453.
3. Brown, L., & Taylor, K. (2022). Cybersecurity in education: The role of digital literacy. Journal of Digital Learning, 15(3), 112-127.
4. Chatterjee, R. (2022). Implementing digital education policies: A comparative analysis of Indian states. Policy and Governance Review, 9(2), 89-105.
5. Department of Telecommunications (DoT). (2023). BharatNet: Bridging the digital divide in rural India. Government of India. https://www.dot.gov.in
6. Desai, M. (2023). State-wise progress in integrating digital skills in teacher training programs: Challenges and opportunities. Indian Journal of Teacher Education, 40(1), 55-72.
7. Johnson, R., & Miller, D. (2020). Problem-solving skills and teacher adaptability in digital classrooms. Education Technology Research, 28(2), 95-110.
8. Kumar, R. (2022). Evaluating the effectiveness of experiential learning in digital education: A case study of Teach for India. International Journal of Educational Development, 88, 102439.
9. Mehta, S. (2022). Digital education and infrastructure gaps in Indian states: A policy review. South Asian Journal of Educational Studies, 19(1), 45-61.
10. Ministry of Electronics and Information Technology (MeitY). (2023). Cyber Awareness Campaign for Educators: An Initiative for Digital Security. Government of India. https://www.meity.gov.in
11. Ministry of Human Resource Development (MHRD). (2021). National Education Policy 2020: Transforming India's Education System. Government of India.
12. Ministry of Human Resource Development (MHRD). (2022). PM eVIDYA: Digital learning for all. Government of India.
13. National Council for Educational Research and Training (NCERT). (2022). Teacher training in digital security and literacy: A national survey report. Government of India.
14. National Council for Educational Research and Training (NCERT). (2023). NISHTHA: A national initiative for school heads’ and teachers’ holistic advancement. Government of India.
15. OECD. (2022). Bridging the digital divide in education: Policy recommendations. OECD Publishing.
16. Sharma, P., & Verma, D. (2023). Impact of digital safety training on cyber incidents in Maharashtra schools. Cybersecurity and Education Research Journal, 15(4), 233-249.
17. Smith, J., et al. (2021). Digital security awareness among educators: A global study. International Journal of Educational Technology, 33(1), 45-61.
18. UNESCO. (2023). Enhancing digital problem-solving skills for teachers: Global best practices and policy recommendations. UNESCO Publishing.
19. UNESCO. (2023). The future of digital education: Policy frameworks and security challenges. UNESCO Press.
20. Williams, J. (2023). The role of hands-on digital training in professional development for teachers. Journal of Digital Learning in Teacher Education, 39(2), 78-95.
21. Williams, P. (2023). Experiential learning for digital problem-solving in teacher education. Journal of Innovative Teaching Practices, 19(4), 78-92.
Published
2025-02-21
How to Cite
Mrs. Krishna Rahul Tiwari, & Dr. Sunita Magre. (2025). Bridging The Digital Divide: Evaluating the Role of Digital Security and Problem-Solving Skills in Teacher Professional Development. Revista Electronica De Veterinaria, 25(2), 1085-1088. https://doi.org/10.69980/redvet.v25i2.1711
Section
Articles
