The rapid integration of digital technologies into primary and secondary education systems has fundamentally transformed teaching, learning, and student interaction with information. While e-learning platforms and digital tools offer significant opportunities for enhancing access, engagement, and learning outcomes, they have also exposed persistent gaps in digital literacy and raised concerns regarding responsible technology use among school-age learners. These challenges are particularly pronounced in basic education, where students are still developing cognitive, ethical, and social competencies necessary for navigating digital environments safely and effectively. This paper presents a comprehensive e-learning framework aimed at improving digital literacy and promoting responsible technology use in primary and secondary schools. Drawing on literature in educational technology, digital citizenship, media literacy, and ICT integration, the framework integrates pedagogical, technological, institutional, and socio-ethical dimensions of e-learning implementation. The study synthesises existing models and empirical findings to identify key determinants of effective digital literacy development, including curriculum design, teacher preparedness, learner engagement, parental involvement, and policy support. By consolidating these elements into a unified framework, the paper provides guidance for educators, school administrators, and policymakers seeking to leverage e-learning not only as a delivery mechanism for content, but as a structured means of cultivating responsible, critical, and ethical technology use among learners. The framework contributes to ongoing discourse on sustainable and inclusive digital education and offers a foundation for future empirical validation and contextual adaptation.
Bello et al. (Wed,) studied this question.