Educational Models Based on Psychological Resilience and Digital Literacy

Year 2025, Volume: 27 Issue: 4, 682 - 694, 23.12.2025

İsmail Demir

https://doi.org/10.17556/erziefd.1757532

https://izlik.org/JA86CU55ZK

Abstract

In today's world, where digitalization has profoundly impacted educational environments, it has become crucial to evaluate the relationship between individuals' digital competence levels and psychological resilience skills within the context of next-generation teaching models. This study aims to analyze how contemporary teaching approaches such as flipped learning, blended learning, and micro-learning build both digital competence and psychological resilience in individuals. The fundamental importance of this study lies in the notion that digital pedagogies should integrate not only technical competences but also psychoeducational components such as learning motivation, self-regulation, emotional balance, and ethical awareness. The research was structured using qualitative methods, including literature review, conceptual analysis, and modeling based on exemplary applications. The findings demonstrated that when digital competence and psychological resilience components have not been developed in coordination, problems such as decreased student engagement in learning, emotional burnout, and academic failure arise. Conversely, in teaching models where these two constructs are integrated holistically, learning becomes more permanent, sustainable, and meaningful. Ultimately, the study highlights the need for a multidimensional learning design that considers elements such as emotional resilience, ethical responsibility, and intrinsic orientation, as well as technical competence, in education for the digital age.

Keywords

Digital Competence , Psychological Resilience , Next-generation Learning , Pedagogical Design

Psikolojik Dayanıklılık ve Dijital Okuryazarlığa Dayalı Eğitim Modelleri

https://izlik.org/JA86CU55ZK

Abstract

Dijitalleşmenin eğitim ortamlarında derin etkiler yarattığı günümüzde, bireylerin dijital yeterlik düzeyleri ile psikolojik dayanıklılık becerileri arasındaki ilişkinin yeni nesil öğretim modelleri bağlamında değerlendirilmesi önemli bir gereklilik haline gelmiştir. Bu çalışma, flippedlearning, blendedlearning ve microlearning gibi çağdaş öğretim yaklaşımlarının bireylerde hem dijital yeterliği hem de ruhsal dayanıklılığı nasıl inşa ettiğini analiz etmeyi amaçlamaktadır. Dijital pedagojilerin yalnızca teknik yeterlilikler değil, aynı zamanda öğrenme motivasyonu, öz düzenleme, duygusal denge ve etik farkındalık gibi psikoeğitsel bileşenlerle bütünleşmesi gerektiği düşüncesi çalışmanın temel önemini oluşturmaktadır. Araştırma nitel yöntemle yapılandırılmış; literatür taraması, kavramsal analiz ve örnek uygulamalara dayalı modelleme yoluyla yapılandırılmıştır. Elde edilen bulgular, dijital yeterlik ve ruhsal dayanıklılık bileşenlerinin eşgüdüm içinde geliştirilmediği durumlarda öğrencilerin öğrenmeye katılımında azalma, duygusal tükenmişlik ve akademik başarısızlık gibi sorunların ortaya çıktığını; buna karşılık bu iki yapının bütüncül olarak entegre edildiği öğretim modellerinde öğrenmenin daha kalıcı, sürdürülebilir ve anlamlı hale geldiğini göstermektedir. Sonuç olarak çalışma, dijital çağın eğitiminde teknik yeterlik kadar duygusal sağlamlık, etik sorumluluk ve içsel yönelim gibi unsurların da dikkate alındığı çok boyutlu bir öğrenme tasarımına duyulan ihtiyacı vurgulamaktadır.

Keywords

Dijital Yeterlilik , Psikolojik Dayanıklılık , Yeni Nesil Öğrenme , Pedagojik Tasarım

References

• Al-Zahrani A. M. (2024). Enhancing postgraduate students’ learning outcomes through Flipped Mobile-Based Microlearning. Research in Learning Technology, 32. https://doi.org/10.25304/rlt.v32.3110
• Alnuaim, A. (2024). The impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level: randomized controlled trial. JMIR Serious Games, 12, e52017. https://doi.org/10.2196/52017
• Banda, J. (2025). A critical analysis of pedagogical strategies for fostering ethical decision-making, integrity, and social responsibility in generation Z: addressing the impact of modern societal challenges on moral development. Journal of Trends in Arts and Humanities, 2(1), 15-25. https://doi.org/10.61784/jtah3035
• Beetham, H., &Sharpe, R. (Eds). (2020). Rethinking pedagogy for a digitalage: Principles and practices of design (Third edition). Routledge, Taylor & Francis Group. https://doi.org/10.4324/9781351252805
• Calvo, R. A., &Peters, D. (2020). Positive Computing: Technology fo rWellbeingand Human Potential. The MIT Press. https://doi.org/10.7551/mitpress/9764.001.0001
• Cefai, C., & Cavioni, V. (2021). Socialand Emotional Education in Primary School: Integrating Theory and Researchinto Practice. Springer.
• Cénat, J. M., Blais-Rochette, C., Kokou-Kpolou, C. K., Noorishad, P.-G., Mukunzi, J. N., McIntee, S.-E., Dalexis, R. D., Goulet, M.-A., &Labelle, P. R. (2021). Prevalence of symptoms of depression, anxiety, insomnia, posttraumatic stress disorder, and psychological distress among populations affected by the COVID-19 pandemic: A systematic review and meta-analysis. PsychiatryResearch, 295, 113599. https://doi.org/10.1016/j.psychres.2020.113599
• Clarke‐Darrington, J., McDonald, T., & Ali, P. (2023). Digital capability: an essential nursing skill for proficiency in a post‐COVID‐19 world. International Nursing Review, 70(3), 291-296. https://doi.org/10.1111/inr.12839
• Coiro, J. (2021). Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy. Reading Research Quarterly, 56(1), 9–31. https://doi.org/10.1002/rrq.302
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., &Schellinger, K. B. (2011). TheImpact of EnhancingStudents’ SocialandEmotional Learning: A Meta‐Analysis of School‐Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
• Ge, D. (2025). Resilience and online learning emotional engagement among college students in the digital age: a perspective based on self-regulated learning theory. BMC Psychology, 13. https://doi.org/10.1186/s40359-025-02631-1
• Greenhow, C., Robelia, B., &Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246–259. https://doi.org/10.3102/0013189X09336671
• Hinojosa, M., Pérez, G., Solano, S., Martínez, I., Del Carmen Gómez Ojeda, U., Urbáez, S., Paredes, M., Jiménez, A., & Molina, O. (2025). Emotional Intelligence and Oral Expression in Pedagogical Practices: A Systematic Literature Review. Journal of Posthumanism, 5(3). https://doi.org/10.63332/joph.v5i3.2331
• Hug, T. (2015). Microlearning: A strategyforongoinglearning. WaxmannVerlag. Jaspers, E., Mazrekaj, D., &Machado, W. (2024). Cinsiyetleri uygulamak: Partnerin cinsiyeti ve işgücü piyasası davranışı. Amerikan Sosyoloji Dergisi, 89, 518–541. https://doi.org/10.1177/00031224241252079
• Jordan, A., Julianto, A., &Firmansyah, M. (2025). Dijital okuryazarlığın müfredat tasarımına entegre edilmesi: 21. yüzyıl öğrenimi için bir çerçeve. Teknoloji, Eğitim ve Öğretim Dergisi (J-Tech), 1(2). https://doi.org/10.62734/jtech.v1i2.418
• König, J., Jäger-Biela, D. J., &Glutsch, N. (2020). Adaptingto online teachingduring COVID-19 schoolclosure: Teachereducationandteachercompetenceeffectsamongearlycareerteachers in Germany. EuropeanJournal of TeacherEducation, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
• Leong, P., Sung, A., Au, D., &Blanchard, A. (2021). Micro learning in higher education: A scoping review of empirical studies. Educational Research Review, 34, 100399. https://doi.org/10.1016/j.edurev.2021.100399
• Li, F., Q., Yang, C., &Zhong, M. (2025). Investigating key elements of digital resilience among nursing undergraduates: a qualitative study. Frontiers in Medicine, 11:1452580. https://doi.org/10.3389/fmed.2024.1452580
• Luo, H., & Li, W., (2025). Impact of microlearning on developing soft skills of university students across disciplines. Journal of EducationalTechnology&Society, 28(1).
• Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18–23. https://doi.org/10.1177/0031721718815668
• Nguyen, V., Chen, H., & Nguyen, V. (2025). Integrating social–emotional learning into gamified flipped classrooms: Impacts on emotion regulation, achievement and communication tendency. Journal of Computer Assisted Learning, 41(2). https://doi.org/10.1111/jcal.13109
• Ogundiya, O., Rahman, T., Valnarov-Boulter, I., & Young, T. (2024). Looking Back on Digital Medical Education Over the Last 25 Years and Looking to the Future: Narrative Review. Journal of Medical Internet Research, 26. https://doi.org/10.2196/60312
• Patricia, S., Ruspitasari, W., & Widodo, T. (2025). The Effect of Digital Learning Facilities and Technology Use on Learning Motivation of Junior and Senior High School Students with Digital Literacy as an Intervening Variable at Global Nusantara School Jakarta. JIIP – Jurnal IlmiahIlmuPendidikan, 8(3). https://doi.org/10.54371/jiip.v8i3.7213
• Rais, M., Novitasari, E., Ramli, H., Aqsha, I., & Romadin, A. (2024). Development of teaching materials for digital basic teaching skills based on flipped learning. In Proceedings of the International Conference on Sciences, Technology & Education 2024 (pp. 4–21). Atlantis Press. https://doi.org/10.2991/978-2-38476-335-1_2
• Redaelli, S., Biller-Andorno, N., Gloeckler, S., Brown, J., Spitale, G. ve Germani, F. (2025). Mastering critical thinking skills is strongly associated with the ability to recognize fakeness and misinformation. Frontiers in Education, 10: 1577692. https://doi.org/10.3389/feduc.2025.1577692
• Ricke, A. (2024). Resilience, confidence-building, and performance: What a case study of adaptivedigitallearning can tell us. Journal of the Scholarship of Teaching and Learning, 24(4). https://doi.org/10.14434/josotl.v24i4.35566
• Ryan, R. M., &Deci, E. L. (2023). Self-determination theory: Basic psychologicalneeds in motivation, development, and wellness (2nd ed.). GuilfordPress.
• Sánchez-Gil-Machín, R., Baena Morales, S., Molina-García, N., & Ferriz-Valero, A. (2025). Impact of feedback in flipped learning on the development of softskills of university students. Education Sciences, 15(1), 63. https://doi.org/10.3390/educsci15010063
• Shi, Q., Xu, X., Zhang, Y., & Hu, B. (2025). Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers. Behavioral Sciences, 15(3). https://doi.org/10.3390/bs15030366
• Zhao, J. (2024). The relationship between information literacy and online learning engagement: a moderated mediating model. BMC Psychology, 12. https://doi.org/10.1186/s40359-024-02316-1