Document Type : Research Paper
Authors
1 Msc. Department of Educational Sciences, Payame Noor University. Tehran, Iran.
2 Associated Professor, Department of Knowledge and Information Science, Faculty of Educational Scince and Psychology, Payame Noor University, Tehran, Iran.
3 Assistant Professor, Department of Educational Science, Payame Noor University, Tehran, Iran.
4 Msc, Department of Teaching English, Ministry of Education- Kermanshah Branch, Kermanshah, Iran.
Abstract
The purpose of this study was to investigate the relationship between lifelong learning trends, levels of digital literacy and the use of web tools 0.2 with social entrepreneurship characteristics among teachers working in education in Ravansar. The method of the present research is applied in terms of purpose and descriptive in terms of data collection method. The statistical population of this study consists of all teachers working in education in Ravansar city in the academic year 2022 in all three educational levels, the total number of which was equal to 700 people. The sample size was determined using Cochran's formula equal to 250 people. For data collection, 4 standard questionnaires of social entrepreneurship Konagli and Gogus (2013), lifelong learning trends of Gorardogan and Arabsal (2016), digital literacy of Hamatoglu et al. (2012) and the frequency of using Web 2 Herzum (2010) were used. The content validity of this questionnaire was confirmed using the opinion of five professors active in the field of educational technology and the reliability of these questionnaires was calculated through Cronbach's alpha and equal to 0.907, 0.894, 0.936 and 0.731, respectively. Received. In order to analyze the data, frequency distribution tables in SPSS software version 22 and structural equation modeling in WarpPLS software were used. Findings showed that lifelong learning and digital literacy have a positive and significant effect on social entrepreneurship. Also, the use of Web 2 tools has a positive and significant effect on lifelong learning and digital literacy. But according to the findings of this study, the use of Web 2 tools does not have a significant effect on social entrepreneurship. has a direct impact on entrepreneurship. Has a social. Creating an entrepreneurial spirit is one of the main goals of developing digital literacy skills. As a result, teachers who were more familiar with Web 2 tools such as Wikia, YouTube, Facebook, and virtual networks, etc., were more successful in terms of digital literacy and use of digital tools, and despite these capabilities, teacher entrepreneurship was strengthened. It becomes. However, it is understandable that teachers' constant, active and continuous communication with learning and the use of new technologies has a decisive role in social entrepreneurship.
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