Template-Type: ReDIF-Article 1.0 Author-Name: Shamrao Parashram Ghodake Author-X-Name-First: Shamrao Parashram Author-X-Name-Last: Ghodake Author-Name: Vinod R. Malkar Author-X-Name-First: Vinod R. Author-X-Name-Last: Malkar Author-Name: Ankita Pathak Author-X-Name-First: Ankita Author-X-Name-Last: Pathak Author-Name: Radhika Gandhi Shah Author-X-Name-First: Radhika Gandhi Author-X-Name-Last: Shah Author-Name: Rakesh Sarvaiya Author-X-Name-First: Rakesh Author-X-Name-Last: Sarvaiya Author-Name: Mohammedshakil S. Malek Author-X-Name-First: Mohammedshakil S. Author-X-Name-Last: Malek Author-Name: Ravi Rajai Author-X-Name-First: Ravi Author-X-Name-Last: Rajai Title: 'The digital teaching revolution: bridging the gap with tech self-efficacy and citizenship' empowering teachers through innovative digital resources Abstract: Technological innovation is crucial in educational settings, particularly in incorporating online classrooms for student development and fostering a virtual learning environment. Educational institutions urge teachers to become proficient in using technology to increase instruction effectiveness. The main objective of study was to find out the impact of digital resources, digital citizenship and teachers technological self-efficacy on teachers teaching experience. This researcher employed a cross-sectional survey methodology by employing a quantitative methodology. Data was collected from 615 respondents working as academicians at various designations in public and private university in various cities of Gujarat state. The results show that Organisational digital resources may help teachers use technology successfully by fostering collaboration, curating content, offering technical assistance, stimulating digital civics, and streamlining input and assessments. Implementing digital citizenship allows educators to adapt in the digital realm more effectively. According to the results, teachers with high self-efficacy in digital citizenship are more likely to model appropriate technological savvy behaviour, which leads to enhanced self-confidence and trust in lecture deliverance, eventually overriding digital citizenship in their teaching approaches. The final results show that teachers' technological self-efficacy boosts self-confidence, enabling more effective work, leading to increased trust and self-efficacy, overpowering digital citizenship. Journal: Int. J. of Education Economics and Development Pages: 18-38 Issue: 1 Volume: 17 Year: 2026 Keywords: educational digital resources; EDRs; digital citizenship; teachers teaching experience; teachers teaching self-efficacy. File-URL: http://www.inderscience.com/link.php?id=150194 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:18-38 Template-Type: ReDIF-Article 1.0 Author-Name: Mamta Aggarwal Author-X-Name-First: Mamta Author-X-Name-Last: Aggarwal Author-Name: Priya Gupta Author-X-Name-First: Priya Author-X-Name-Last: Gupta Title: Women's financial empowerment: unpacking the influence of socio-economic, education and demographics Abstract: Women's financial empowerment is a cornerstone for societal progress and gender equality. Through rigorous investigation, this study aims to unveil the complex interplay among the SEED factors and their impact on women's financial status based on the data collected from the fifth round of the Haryana National Family Health Survey (NFHS). By employing the chi-square and odd ratio, the investigation delves into the complex dynamics of socio-economic factors such as education and employment, alongside demographic factors like age, family structure, caste, religion, and geographical location. Findings unveil that a high level of financial empowerment is associated with higher age, employment, a nuclear family, higher education, and urban residency. Policymakers and stakeholders can devise targeted interventions to enhance women's agency and contribute their best efforts to improve women's status in society and advance gender equality so that the country can move towards gender neutrality from the concept of just equality. Journal: Int. J. of Education Economics and Development Pages: 65-86 Issue: 1 Volume: 17 Year: 2026 Keywords: women's financial empowerment; gender equality; education and demographic factors; socio-economic; women. File-URL: http://www.inderscience.com/link.php?id=150197 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:65-86 Template-Type: ReDIF-Article 1.0 Author-Name: Shilpi Sarna Author-X-Name-First: Shilpi Author-X-Name-Last: Sarna Author-Name: Dhananjay Beura Author-X-Name-First: Dhananjay Author-X-Name-Last: Beura Author-Name: Ipsita Dash Author-X-Name-First: Ipsita Author-X-Name-Last: Dash Author-Name: Anchal Luthra Author-X-Name-First: Anchal Author-X-Name-Last: Luthra Title: Psychological wellness of employees: role of AI-based digital technology and leadership behaviour in higher educational institutions Abstract: Robust digital leadership is essential in the digital disruption age especially in this field of higher education after the introduction of artificial intelligence (AI). The major objective of this paper is to explore the personal and professional attributes of digital leaders in the higher education field. The job resource and job demand (JR-D) model has been considered to specifically define the psychological well-being of digital leaders in the field of higher education. Non-probability snow ball sampling method was used and 189 respondents were evaluated during this research. The results of this study revealed that the personal and organisational attributes of a leader significantly influence the digital leadership behaviour. Moreover, there is strong evidence that digital leadership behaviour significantly influences psychological well-being and also personal and organisational attributes in this digital disruptive world of higher education. The novel contribution of this study is critical to the ongoing discussion about the role of AI and the significance of personal and organisational attributes along with psychological well-being. The measurement model was tested by using PLS-SEM and found to be significant in establishing the relationship. Journal: Int. J. of Education Economics and Development Pages: 87-108 Issue: 1 Volume: 17 Year: 2026 Keywords: digital leadership; psychological well-being; artificial intelligence; AI; job resource; job demand. File-URL: http://www.inderscience.com/link.php?id=150206 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:87-108 Template-Type: ReDIF-Article 1.0 Author-Name: Martha Christianti Author-X-Name-First: Martha Author-X-Name-Last: Christianti Author-Name: Nur Cholimah Author-X-Name-First: Nur Author-X-Name-Last: Cholimah Author-Name: Eka Sapti Cahyaningrum Author-X-Name-First: Eka Sapti Author-X-Name-Last: Cahyaningrum Author-Name: Ika Budi Maryatun Author-X-Name-First: Ika Budi Author-X-Name-Last: Maryatun Title: Shaping literacy success: unravelling the impact of parental education, reading attitude, and home reading activities among Indonesian students Abstract: The purpose of this study is to ascertain how parents' educational background, reading habits, and reading activity affect the literacy of students. Using data from the International Reading Literacy Study (PIRLS) 2011 in Indonesia, this quantitative study aims to investigate the effects of three independent variables on the dependent variable, which is students' literacy achievement: parents' educational background, parents' reading activities, and current reading activities at home. Data collection was carried out through questionnaires to students and parents in 3,410 samples. The study's findings show that parents' educational background, attitude toward reading, and present at-home reading activities account for 21% of Indonesian students' reading proficiency. Parental income and worldview sophistication are generally correlated with higher levels of schooling. This helps make literacy tools more affordable for students to use at home and expands their options for extra learning, including, private tutoring, to help them become better readers. Journal: Int. J. of Education Economics and Development Pages: 1-17 Issue: 1 Volume: 17 Year: 2026 Keywords: reading achievement; parental education; reading attitude; family literacy; home reading activities. File-URL: http://www.inderscience.com/link.php?id=150212 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:1-17 Template-Type: ReDIF-Article 1.0 Author-Name: Manisha Saini Author-X-Name-First: Manisha Author-X-Name-Last: Saini Author-Name: Nisha Yadav Author-X-Name-First: Nisha Author-X-Name-Last: Yadav Author-Name: Atul Garg Author-X-Name-First: Atul Author-X-Name-Last: Garg Author-Name: Pardeep K. Ahlawat Author-X-Name-First: Pardeep K. Author-X-Name-Last: Ahlawat Author-Name: Pankaj Kumar Author-X-Name-First: Pankaj Author-X-Name-Last: Kumar Author-Name: Anand Chauhan Author-X-Name-First: Anand Author-X-Name-Last: Chauhan Title: What influences students' perceptions towards continuance usages of e-learning platforms? Evidence from an emerging country after the COVID-19 pandemic Abstract: The present study aims to examine the determinants of satisfaction, attitude, and continuance intention (CI) towards usages of e-learning platforms among the students of private secondary and senior secondary (SSS) schools employing the technology acceptance model (TAM) as a base with the addition of self-efficacy (SE) and social influence. The results revealed that students' satisfaction with the usages of e-learning platforms is most significantly determined by their technological self-efficacy (SE), followed by perceived usefulness (PU), and social influence, whereas perceived ease of use (PEOU) has a positive but insignificant impact on students' satisfaction. Results reveal that perceived usefulness (PU) has a significant impact on student's attitudes toward the usage of e-learning platforms, followed by social influence, perceived ease of use (PEOU), and technological SE. Most notably, students' satisfaction has a more significant impact on their continuance intention (CI) towards the usage of e-learning platforms compared to attitude. Journal: Int. J. of Education Economics and Development Pages: 39-64 Issue: 1 Volume: 17 Year: 2026 Keywords: India; school; satisfaction; attitude; continuance intention; e-learning platforms. File-URL: http://www.inderscience.com/link.php?id=150214 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:39-64 Template-Type: ReDIF-Article 1.0 Author-Name: Septiana Dwiputrianti Author-X-Name-First: Septiana Author-X-Name-Last: Dwiputrianti Author-Name: Muhammad Nabiel Author-X-Name-First: Muhammad Author-X-Name-Last: Nabiel Author-Name: Rozita Arshad Author-X-Name-First: Rozita Author-X-Name-Last: Arshad Author-Name: Hye Kyoung Lee Author-X-Name-First: Hye Kyoung Author-X-Name-Last: Lee Title: Assessing the efficiency of the education and health budget in poverty alleviation: evidence from Indonesia Abstract: This study examines the effectiveness of education and health budget utilisation in reducing poverty in Indonesia. Despite the government's efforts to improve welfare, the poverty rate remains high. The methodology includes panel data regression analysis to assess the impact of education and health expenditure on poverty reduction. Using data from the Ministry of Finance and the Central Bureau of Statistics from 2011 to 2022, the results show that education expenditure and school enrolment significantly impact poverty reduction in most regions. However, in the eastern region, school enrolment has been shown to significantly reduce poverty. The study concludes that increasing educational resources and enrolment can reduce poverty, especially in disadvantaged areas. Policy recommendations include increasing educational budget allocations and implementing inclusive education programs. This paper contributes to development economics and public policy by providing empirical evidence for targeted and efficient budget allocations for poverty alleviation efforts. Journal: Int. J. of Education Economics and Development Pages: 109-126 Issue: 1 Volume: 17 Year: 2026 Keywords: poverty alleviation; efficiency; public budget; education budget; health budget; development; Indonesia. File-URL: http://www.inderscience.com/link.php?id=150219 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijeded:v:17:y:2026:i:1:p:109-126