Educational Models Based on Psychological Resilience and Digital Literacy

Yıl 2025, Cilt: 27 Sayı: 4, 682 - 694, 23.12.2025

İsmail Demir

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

https://izlik.org/JA86CU55ZK

Öz

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.

Anahtar Kelimeler

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

Psikolojik Dayanıklılık ve Dijital Okuryazarlığa Dayalı Eğitim Modelleri

https://izlik.org/JA86CU55ZK

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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