Learners' digital mobility: an evolutionary concept analysis and conceptual framework

Vasyl I. Kovalchuk; Taras V. Kovalenko; Andrii V. Kovalchuk

doi:10.55056/cte.1435

Автор(и)

Vasyl I. Kovalchuk Scientific and Methodological Center for Higher and Pre-Higher Education https://orcid.org/0000-0002-5006-573X
Taras V. Kovalenko Nemishaeve Professional College of the National University of Life and Environmental Sciences of Ukraine https://orcid.org/0009-0008-8744-8567
Andrii V. Kovalchuk Korolivka Secondary School of Grades I-II https://orcid.org/0000-0002-9180-9635

DOI:

https://doi.org/10.55056/cte.1435

Ключові слова:

digital mobility, learners, evolutionary concept analysis, digital competence, virtual mobility, digital transformation of education, educational resilience, Ukraine

Анотація

"Digital mobility" is increasingly used to describe learners in digitally transformed education, but the term is applied inconsistently and lacks an agreed definition, attribute set, and boundary. This study clarifies learners' digital mobility as a concept and distinguishes it from neighbouring constructs through an evolutionary concept analysis in the tradition of Rodgers, conducted on a purposive, maximum-variation sample of 51 sources retrieved from Semantic Scholar, Crossref, and the Wiley Online Library (primary window 2015-2026). Data were analysed by constant comparison, with an attribute retained as defining only where supported by at least three independent sources. Learners' digital mobility is defined as an evolving, context-sensitive capability to move purposefully, adaptively, critically, and ethically across digital tools, platforms, information spaces, learning communities, institutions, and cultures, carrying learning forward under changing conditions. Seven defining attributes were derived - (1) cross-context portability, (2) platform and tool fluidity, (3) self-regulated orchestration, (4) networked communication and collaboration, (5) critical information and data practice, (6) digital identity, safety, and ethical agency, and (7) adaptive resilience under disruption - together with micro-, meso-, and macro-level antecedents and a two-sided set of consequences. Mapping onto DigComp 2.2 shows that digital mobility extends beyond existing competence frameworks in cross-context portability and resilience, which they address at most implicitly, and a conceptual framework with eight propositions is proposed. Digital mobility is, therefore, a distinct learner capability, not reducible to digital competence or access, and its uneven distribution - "digital immobility" - is an equity question requiring policy attention.

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