The Impact of Digital Technologies on Adolescents’ Learning Motivation in Latvia

Authors

  • Kristine Sile Business Administration Department, Turiba University, Graudu 68, Riga, LV-1058, Latvia
  • Daina Vasilevska Business Administration Department, Turiba University, Graudu 68, Riga, LV-1058, Latvia

DOI:

https://doi.org/10.15503/jecs2026.1.433.451

Keywords:

adolescents, digital competence, digital learning motivation, educational technologies

Abstract

Aim. The study aims to investigate the impact of digital technologies on adolescents’ learning motivation in Latvia, focusing on usage patterns, perceived benefits and drawbacks, and the role of teachers’ digital competence.

Methods. A quantitative cross-sectional survey was analysed was conducted in May 2025 with 477 students in grades 4–9 from Latvian general education schools. Data was collected via a 20-item questionnaire including dichotomous, multiple-choice, Likert-scale items, and open-ended questions. Quantitative data using descriptive statistics (percentages, distributions), while qualitative suggestions was thematically summarised.

Results. Digital technologies significantly enhance motivation, with 86.6% of students enjoying device-based learning and 85.1% having used artificial intelligence (AI) tools. Key benefits include increased engagement (19.3%), autonomy (16.9%), and easier comprehension (16.8%), while drawbacks involve eye strain (22.1%), internet disruptions (21.8%), and distractions (15.4%). Teachers’ digital skills were rated positively by 55.8%, though 53% believe improvements are needed.

Conclusions. The positive impact of digital technologies on learning motivation depends on teachers’ skills and the balanced, pedagogically grounded integration of technologies.

Practical application. Findings inform policy on teacher training, infrastructure investment, and digital well-being measures in Latvian schools, supporting School2030 initiatives.

Cognitive value. This is one of the first large-scale empirical studies in Latvia specifically examining adolescents’ perspectives on digital motivation in the post-COVID period, providing Baltic regional insights and student-driven recommendations for evidence-based digital education strategies.

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Author Biographies

  • Kristine Sile, Business Administration Department, Turiba University, Graudu 68, Riga, LV-1058, Latvia

    Kristine Sile is a teacher and deputy director  at Sarkandaugava Primary School in Riga. She holds two master’s degrees:  a Master’s degree in Financial Management and a Master’s degree in Educational Leadership, which provide both strong management and analytical skills, as well as in-depth knowledge of educational theory and practice management. Her professional interests focus on inclusive education and promoting student motivation in a modern digital environment. She researches and practices teaching approaches adapted to students of different abilities and needs, as well as uses digital tools and methods to increase engagement, self-directed learning and motivation.
    At school, she implements lessons and initiatives that integrate pedagogical innovations with real classroom practice — paying special attention to differentiation, collaboration and the use of digital resources in the learning process. She regularly participates in professional development events and collaborative projects to promote the development of inclusive practice and share her experience with colleagues. She is also interested in research- and practice-based educational innovations that help create a learning environment in which every student feels supported, motivated, and able to develop their skills in the digital age.  

  • Daina Vasilevska, Business Administration Department, Turiba University, Graudu 68, Riga, LV-1058, Latvia

    Daina Vasilevska has a Dr.sc.admin. in educational management by the University of Latvia (2014) and is a visiting professor and researcher at the RTU Liepaja Academy. She is the author and co-author of more than 50 scientific publications and the author of three monographs. Since 2015, in collaboration with the Academy of Sciences of Latvia, she has participated in the implementation of ESF projects and National Research Program “Economic transformation, smart growth, governance and legal framework for sustainable development of the state and society - a new approach to the creation of a sustainable learning community ", “Challenges and solutions of Latvian state and society in an international framework". In 2018, in collaboration with the University of Latvia, she participated in the implementation of the project “Support for educational research” in Latvia (OECD TALIS). Through her participation in projects, she gained experience in collecting research data, evaluating test problems, and analysing test results. She teaches courses on educational management, innovation management, project management, quality management in educational institutions in bachelor's, master's and doctoral programs. Since 2016, more than 40 master's theses have been defended under her leadership.

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Published

2026-06-27

Issue

Vol. 17 No. 1 (2026): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2026 Kristine Sile, Daina Vasilevska

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How to Cite

Sile, K., & Vasilevska, D. (2026). The Impact of Digital Technologies on Adolescents’ Learning Motivation in Latvia. Journal of Education Culture and Society, 17(1), 433-451. https://doi.org/10.15503/jecs2026.1.433.451