Needs Analysis of the CG2G Digital Module for ICT and  Environmental Literacy

Nor Khairunnisa Husna Binti Kamaruzaman; Kamisah Osman; Nurazidawati Mohamad Arsad

doi:10.35877/454RI.asci4395

Nor Khairunnisa Husna Binti Kamaruzaman Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia (MY)
Kamisah Osman STEM Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia (MY)
Nurazidawati Mohamad Arsad STEM Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia (MY)

https://doi.org/10.35877/454RI.asci4395

Keywords: ASSURE Model, Environmental Literacy, ICT Literacy, Needs Analysis, , Rural Education

Viewed = 0 time(s)

Abstract

The integration of ICT literacy and environmental education plays a vital role in fostering sustainable learning. Nevertheless, rural students continue to encounter barriers such as limited digital competence, unequal access to technology, and insufficient educational resources. This study examined the learning needs for developing the CG2G Digital Module, which integrates ICT and environmental literacy within the ASSURE instructional design framework. A quantitative survey was administered to 47 Year Six students from a rural primary school in Hulu Terengganu, Malaysia. Data obtained through a validated questionnaire based on the VAK Learning Styles Self-Assessment were analyzed descriptively to identify learners’ characteristics, competencies, and preferences. The findings indicated moderate ICT proficiency, particularly in basic computer and internet use, alongside strong environmental awareness in areas such as recycling and water conservation. The dominance of kinesthetic learning preferences suggests the need for multimodal and interactive instructional strategies. These insights provide a foundation for designing the CG2G module to enhance ICT and environmental literacy among rural learners.

Downloads

Download data is not yet available.

References

Baek, C., Saito-Stehberger, D., Jacob, S., Nam, A., & Warschauer, M. (2023). A computer science framework to teach community-based environmental literacy and data literacy to diverse students. IEEE Transactions on Learning Technologies.
Choi, E., Choi, Y., & Park, N. (2022). Development of blockchain learning game-themed education program targeting elementary students based on ASSURE model. Sustainability, 14(7), Article 3771. https://doi.org/10.3390/su14073771
Farihah, M. J., Norawi, A. M., & Jahan, A. N. (2021). Game-based STEM module development for KSSM science teachers. Journal of Turkish Science Education, 18(2), 249–262.
Green, P., & Marcus, L. (2022). Environmental education and community resilience: A review. Sustainable Learning Review, 9(2), 101–115.
Hajj-Hassan, M., Chaker, R., & Cederqvist, A.-M. (2024). Environmental Education: A Systematic Review on the Use of Digital Tools for Fostering Sustainability Awareness. Sustainability, 16(9), Article 3733. https://doi.org/10.3390/su16093733
Hashim, N., Yusof, M. I., & Hamid, R. Z. (2021). Online learning barriers among rural students during COVID-19. International Journal of Academic Research in Business and Social Sciences, 11(6), 1200–1212.
Heng, M. A., & Sol, E. H. (2020). Teachers’ perspectives on digital learning environments in rural schools. Malaysian Online Journal of Educational Technology, 8(3), 19–28.
Hübner, N., Fahrbach, T., Lachner, A., & Scherer, R. (2023). What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. Computers & Education, 203, Article 104847. https://doi.org/10.1016/j.compedu.2023.104847
Johnson, A., & Smith, M. (2020). Reframing ICT literacy in digital education. Journal of Digital Learning, 14(2), 55–63.
Lee, M., & Wilson, K. (2022). Equity and engagement in digital learning: A study on ICT interventions in rural education. International Journal of Educational Research, 110, 101894.
Mustafa, F., Nguyen, H. T. M., & Gao, X. (2024). The challenges and solutions of technology integration in rural schools: A systematic literature review. International Journal of Educational Research, 126, Article 102380. https://doi.org/10.1016/j.ijer.2024.102380
Pratama, W. C., Rahman, E. F., Junaeti, E., Piantari, E., & Muntaharridwan, P. (2023). Implementation of VAK model in interactive learning multimedia based on snakes and ladders game. AIP Conference Proceedings, 2734(1).
Roberts, L., & Patel, D. (2021). Environmental literacy as a driver for sustainable citizenship: A review of recent practices. Environmental Education Research, 27(6), 783–799.
Roberts, T., & Davis, R. (2023). Digital acceleration and environmental awareness during the COVID-19 pandemic. International Journal of Educational Reform, 32(4), 203–218.
Sani, M., Yusof, N., & Karim, R. (2020). Enhancing digital competencies across generations in Malaysian society. Journal of Digital Literacy & Society, 7(2), 67–78.
Senadheera, V. V., Ediriweera, D. S., & Rupasinghe, T. P. (2024). Instructional design models for digital learning in higher education: A scoping review. Journal of Learning for Development, 11(1), 15–26.
Sithole, V. L. (2024). Prospects and challenges to ICT adoption in rural teaching and learning. Education Review International, 8(1).
Smaldino, S., Lowther, D., & Russell, J. (2019). Instructional technology and media for learning (12th ed.). Pearson.
Sun, Y., Zhu, X., Zhou, X., Yao, B., Wang, D., Chen, J., & He, L. (2024). Who changed the destiny of rural students, and how? Unpacking ICT-mediated remote education in rural China. arXiv preprint. https://arxiv.org/abs/2401.13799
Thompson, J., & Davis, R. (2023). The impact of immersive learning environments on students’ digital motivation and environmental attitudes. British Journal of Educational Technology, 54(2), 303–320.
Yani, F., Bukit, N., & Manurung, S. R. (2020). The effectiveness of natural science modules based on guided inquiry method in elementary school learning. Journal of Physics: Conference Series, 1485(1).