Abstract

This study investigated the impact of interactive learning and self-regulated learning on the development of digital literacy among primary school students in Guizhou. The research employed a mixed-method approach, conducting surveys with 260 teachers and students. The research utilized a mixed-methods approach, gathering survey data from 260 primary school educators, while assessing kids’ interactive learning, self-regulated learning, and digital literacy development based on teachers’ professional perceptions. The results showed that both learning methods significantly enhanced students’ digital literacy (p < 0.01). Interactive learning (mean 3.802) not only directly promoted the development of digital literacy (β = 0.811), but also had an indirect promoting effect by improving the students’ autonomous learning ability. The interactive learning and digital literacy development paths (β = 0.42) supports the presence of a meaningful indirect effect through self-regulated learning, consistent with partial mediation. The study demonstrated that by designing collaborative learning activities, students’ abilities in information screening and digital creation could be effectively enhanced, and it also helped students from different backgrounds bridge the digital divide. These findings provide a feasible model for digital literacy education in the western region and have positive implications for promoting educational equity.

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