The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity
The digital literacy of preschool inclusive educators is a core factor and key issue in ensuring the quality of early childhood education and achieving educational equity. This study explores the impact of preschool inclusive teachers' cognition of traditional culture on their digital literacy,...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-08-01
|
| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825004548 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850061267372343296 |
|---|---|
| author | Xuezhen Feng Wenjun Guan Enwei Xu |
| author_facet | Xuezhen Feng Wenjun Guan Enwei Xu |
| author_sort | Xuezhen Feng |
| collection | DOAJ |
| description | The digital literacy of preschool inclusive educators is a core factor and key issue in ensuring the quality of early childhood education and achieving educational equity. This study explores the impact of preschool inclusive teachers' cognition of traditional culture on their digital literacy, as well as the chain-mediating role of technology acceptance and job insecurity in this relationship. Through a questionnaire survey, valid data were collected from 500 teachers in 40 preschool inclusive kindergartens. The study specifically focuses on teachers' cognition of traditional cultural values, customs, and practices. The theoretical foundation of this research is derived from cultural cognition theory and the technology acceptance model. The results indicate that preschool inclusive teachers' cognition of traditional culture has a significant positive impact on their digital literacy. Furthermore, traditional cultural cognition has an indirect effect on job insecurity, which influences the relationship between traditional culture and digital literacy. Technology acceptance serves as the first mediating variable between traditional cultural cognition and digital literacy, playing a crucial transmitting role. Meanwhile, job insecurity acts as the second mediating variable in this relationship. Together, technology acceptance and job insecurity form a chain-mediating effect in the relationship between traditional cultural cognition and digital literacy. Based on these findings, we propose recommendations such as constructing a cultural context, emphasizing technology acceptance, and enriching emotional support systems to create a favorable environment for improving preschool inclusive teachers' digital literacy. The unique value of this study lies in revealing the mechanism through which traditional cultural cognition influences digital literacy, providing empirical evidence for teacher training and policy-making. |
| format | Article |
| id | doaj-art-9ec5e8a849a3422b8be6918d4dd7de77 |
| institution | DOAJ |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-9ec5e8a849a3422b8be6918d4dd7de772025-08-20T02:50:17ZengElsevierActa Psychologica0001-69182025-08-0125810514110.1016/j.actpsy.2025.105141The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurityXuezhen Feng0Wenjun Guan1Enwei Xu2School of Educational Sciences, Xinjiang Normal University, No. 100 Guanjing Road, Shuimogou District, Urumqi, Xinjiang, ChinaSchool of Educational Sciences, Xinjiang Normal University, No. 100 Guanjing Road, Shuimogou District, Urumqi, Xinjiang, ChinaCorresponding author at: Xinjiang Higher Education Development Research Center, School of Educational Sciences, Xinjiang Normal University, No. 100 Guanjing Road, Shuimogou District, Urumqi, Xinjiang, China.; School of Educational Sciences, Xinjiang Normal University, No. 100 Guanjing Road, Shuimogou District, Urumqi, Xinjiang, ChinaThe digital literacy of preschool inclusive educators is a core factor and key issue in ensuring the quality of early childhood education and achieving educational equity. This study explores the impact of preschool inclusive teachers' cognition of traditional culture on their digital literacy, as well as the chain-mediating role of technology acceptance and job insecurity in this relationship. Through a questionnaire survey, valid data were collected from 500 teachers in 40 preschool inclusive kindergartens. The study specifically focuses on teachers' cognition of traditional cultural values, customs, and practices. The theoretical foundation of this research is derived from cultural cognition theory and the technology acceptance model. The results indicate that preschool inclusive teachers' cognition of traditional culture has a significant positive impact on their digital literacy. Furthermore, traditional cultural cognition has an indirect effect on job insecurity, which influences the relationship between traditional culture and digital literacy. Technology acceptance serves as the first mediating variable between traditional cultural cognition and digital literacy, playing a crucial transmitting role. Meanwhile, job insecurity acts as the second mediating variable in this relationship. Together, technology acceptance and job insecurity form a chain-mediating effect in the relationship between traditional cultural cognition and digital literacy. Based on these findings, we propose recommendations such as constructing a cultural context, emphasizing technology acceptance, and enriching emotional support systems to create a favorable environment for improving preschool inclusive teachers' digital literacy. The unique value of this study lies in revealing the mechanism through which traditional cultural cognition influences digital literacy, providing empirical evidence for teacher training and policy-making.http://www.sciencedirect.com/science/article/pii/S0001691825004548Traditional culture perceptionTechnology acceptanceJob insecurityDigital literacyPreschool inclusive teachers |
| spellingShingle | Xuezhen Feng Wenjun Guan Enwei Xu The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity Acta Psychologica Traditional culture perception Technology acceptance Job insecurity Digital literacy Preschool inclusive teachers |
| title | The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity |
| title_full | The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity |
| title_fullStr | The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity |
| title_full_unstemmed | The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity |
| title_short | The relationship between preschool inclusive teachers' perception of traditional culture and digital literacy: The chain mediating role of technology acceptance and job insecurity |
| title_sort | relationship between preschool inclusive teachers perception of traditional culture and digital literacy the chain mediating role of technology acceptance and job insecurity |
| topic | Traditional culture perception Technology acceptance Job insecurity Digital literacy Preschool inclusive teachers |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825004548 |
| work_keys_str_mv | AT xuezhenfeng therelationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity AT wenjunguan therelationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity AT enweixu therelationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity AT xuezhenfeng relationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity AT wenjunguan relationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity AT enweixu relationshipbetweenpreschoolinclusiveteachersperceptionoftraditionalcultureanddigitalliteracythechainmediatingroleoftechnologyacceptanceandjobinsecurity |