Developing Digital Technological Literacy in Pirivena Education Based on Discipline-Oriented Theoretical Principles

Abstract

This article presents a theoretical literature review on the development of digital technological literacy in Pirivena education through discipline-oriented theoretical principles. The revised manuscript strengthens the original argument by explicitly positioning Pirivena digital literacy as a value-mediated educational construct rather than a purely technical skill set. The analysis integrates Thomas Lickona’s Character Education Theory, Albert Bandura’s Social Learning Theory, and Paul Gilster’s Digital Literacy Theory to identify how moral formation, social modeling, and critical information competence can be combined within Buddhist monastic education. In response to the revision requirement, the paper now clarifies the problem statement, expands the methodological basis of the theoretical literature review, updates the literature with international digital competence frameworks such as DigComp 2.2, UNESCO’s technology-in-education evidence base, and OECD digital education ecosystem analysis, and proposes an integrated conceptual model for disciplined digital conduct in Pirivena settings. The review concludes that digital technological literacy in Pirivena education should be developed through guided access, teacher and senior-monk modeling, critical source evaluation, protection of identity and monastic dignity, and institutional norms for safe, purposeful, and ethically restrained technology use. The contribution of the study is a context-sensitive framework that links digital competence development with the moral and disciplinary objectives of Pirivena education in Sri Lanka.