The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.

The integration of online education is crucial in modern education, with the DingTalk platform being a popular choice among teachers. However, limited empirical research has explored students' perceptions of DingTalk. Therefore, this study employs qualitative and quantitative approaches to investigate students' perceptions of the DingTalk system characteristics. The quantitative analysis involves 250 participants and utilizes regression analysis to assess the relationship between the features of the DingTalk system and students' perceived ease of use, perceived usefulness, and continuance intention to use, indicating that it significantly influences students' perceived ease of use, perceived usefulness, and continuance intention to use. The qualitative analysis involves semi-structured interviews with a randomly selected sample of six individuals. These interviews provide in-depth insights into students' perceptions of the DingTalk system features. The findings of this study have significant implications for educators, policymakers, and other interested stakeholders.

With the rapid development of information and communication technologies, blended learning has gained popularity after the COVID-19 pandemic. This study aims to visualize and bibliometrically analyze information and communication technology-based blended learning. Through bibliometric analyses and visualization via both VOSviewer and CitNetExplorer, this study identified the top ten cited authors, organizations, countries, sources, and keywords in the field of information and communication technologies used for blended learning, providing meaningful references for future research. Most studies reported that information and communication technology-based blended learning could improve learning effectiveness and environments despite numerous challenges revealed by several previous studies. In addition, this study suggested the main research methods to explore ICT-assisted blended learning given the present meta-analytical methods in the longest path where a citation network was established. Future research directions were suggested.