Exploring the Upskilling Engagement: Motivation, Access to Digital Educational Resources and Technological Confidence in Skill Growth – A Daoist perspective

Abstract

The perspective of Heidegger and Ames is relevant in examining the expansion of digital education in India where the amalgamation of technology has affected the student’s digital learning experience, learning motivation, and access to educational resources, technological confidence, skill development and digital literacy. The present study seeks to examine the relationship between learners and technology while examining the digital adoption.

Purpose:

This research paper clarifies the important factors that determine participation in digital learning environments for skill development. Three main factors that influence engagement are motivation, access to resources and technological competence are identified, and their interactions are intricate. Educational institutions, policymakers,

and organizations should consider about a combination of approaches to encourage greater engagement in digital learning.

Research Methodology:

A stratified random sampling technique was used to collect survey data and for the purpose of analysis Structural Equation Modeling technique was used.

Results and Discussion:

Motivation plays significant role than difficulties in shaping perception, educational institutions should design strategies that enhance student interest and engagement to ensure the long-term success of digital learning initiatives. It will help in achievement of UN SDG 4 Goal related with quality education..