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289
THE RELATIONSHIP BETWEEN INFORMATION TECHNOLOGIES AND SOCIAL
VALUES
Ismatov Dilmurod
Independent researcher at Bukhara State Pedagogical Institute
e-mail:
Abstract:
This study aims to examine the relationship between the level of use of information
technologies by middle school students in general secondary education and their perceptions of
social values. The research was conducted using a mixed method with an explanatory sequential
design approach. In the quantitative phase, a correlational survey method was used, while in the
qualitative phase, data were collected through open-ended questions. Quantitative data were
gathered using the "Information Technology Usage" and "Perception of Social Values" scales.
Qualitative data were collected via the "Student Opinions on Information Technologies and
Social Values" form developed by the researchers. The study involved 30 middle school students.
The qualitative analysis revealed that although students use information technologies for
obtaining information, conducting research, and entertainment, they tend to disregard social
values during this process.
Keywords:
Information technologies, values, middle school students.
Introduction.
Information is one of the most important assets that has been necessary to adapt to
the changes taking place in all spheres of society and human life since ancient times. Although
having information and sharing it with others has long been a valued phenomenon, the 21st
century is noteworthy as a period when dramatic changes began in this regard. Because in this
century, advances in science and technology began to have a rapid and profound impact on
everyday life. This greatly expanded people's access to technology and technical means. As a
result, information has become quickly and easily transmitted in an electronic environment
through the Internet, computers, and mobile phones with computer functions [1].
The above developments ushered in the era called the "information age" and formed the concept
of "information technology", which combines information and technology. Today, information
technology, in general, includes equipment and services that facilitate the electronic receipt,
processing, display and transmission of information . The widespread use of information and
communication technologies has led to dramatic changes in all aspects of human activity. Of
course, the education system has not been left out of this process of change. Technology plays an
important role in the formation of a knowledge-generating generation in society, and the use of
new technologies has become a necessity in this process.
Information technology is not only an indispensable tool for modern societies, but also provides
many opportunities for people. The use of information technology allows students to work both
in teams and independently. This helps to form a sense of community and develop social values.
In addition, information technology develops students' higher-order thinking skills, supports their
learning process, and helps them take responsibility for their own actions [2].
However, along with the positive aspects of information technology, there are also negative
effects. The use of mobile technologies without proper guidance has a negative impact on the
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level of knowledge of students. It is noted that people spend too much time on computer
technologies and spend most of their time alone [3].
To reduce the negative impacts of information technologies, societies must preserve their
cultural diversity. Because any society exists by transmitting its values to future generations. On
this basis, it can be said that ensuring the intergenerational continuity of cultural values is
important in reducing the negative impacts of technology.
The concept of value and information technology
The concept of value is one of the topics studied in various fields such as philosophy,
psychology, sociology, anthropology and even economics, and it is almost impossible to give a
single general definition of values. In general, values can be interpreted as mental concepts that
guide and influence human thinking and actions . Although values have been classified from
different perspectives since the time of Plato, there is no single opinion in these classifications.
For example, Plato divided values into two as moral and aesthetic values; Spranger divided
values into six groups: “social”, “theoretical”, “economic”, “political”, “religious” and
“aesthetic”; Rokeach divided values into two groups as goal values and means values; Schwartz
analyzed values under 10 groups in his Schwartz Value Inventory [4].
In the Uzbek education system, values are reflected in the curriculum through the term "core
values." The role of the education system in instilling these values in students is carried out
through educational programs.
Values and values education are central to the curriculum, which was updated in the 2023–2024
academic year. These programs emphasize the following idea: “Our values, which constitute our
basic human characteristics, form the core of the curriculum. Our values, which are the main
purpose and spirit of the entire educational process, are reflected in every subject and every
department.” [5].
Similarly, information technology is deeply embedded in all aspects of education today. To
understand the relationship between values and information technology, it is important to
determine the place of technology in the curriculum. The role of information technology in the
curriculum is not only to enhance the learning experience of students, but also to develop the
skills necessary for them to effectively enter the future labor market. In order to use information
technology effectively and positively, people need to acquire new skills [6].
Accordingly, the updated curricula mention nine key skills recognized as 21st century skills.
Among these skills, “science and technology literacy” and “digital literacy” stand out. There is
not enough research aimed at determining the relationship between the level of use of
information technologies by students and their attitude to social values. However, some research
can be found in the context of technology and values. In this regard, this study may reveal the
relationship between technology and values, which occupy an important place in the new
curricula, and also be an important scientific contribution to the field as one of the first studies
devoted to studying the interaction between these two concepts [7].
Table 1.
Demographic data of participating students (n=30)
5th grade
6th grade 7th grade 8th grade
Total
Girl
4
5
4
2
15
Boy
4
6
4
1
15
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Total
8
11
8
3
30
According to the table above, of the 30 students who participated in the study, 15 (50%) were
girls and 15 (50%) were boys. In terms of grades, 8 students (≈27%) participated in the 5th grade,
11 students (≈37%) in the 6th grade, 8 students (≈27%) in the 7th grade, and 3 students (≈10%)
in the 8th grade. The largest number of participants was recorded in the 6th grade, and the
smallest number was recorded in the 8th grade. The sex ratio is equal, and it is seen that gender
balance is maintained in this sample.
Table 2.
Demographic information about students from whom qualitative data was collected (n=30)
Code name
Gender
Class
Bekzod
Son
5th grade
Jamshid
Son
5th grade
Zilola
Girl
5th grade
Farhad
Son
5th grade
Home
Son
6th grade
Skilled
Girl
6th grade
Nargiza
Girl
6th grade
Sherzod
Son
6th grade
Princess
Girl
6th grade
Sardar
Son
6th grade
Dildora
Girl
7th grade
Khurshid
Son
7th grade
Medina
Girl
7th grade
Bahadir
Son
7th grade
Love
Girl
7th grade
Shahnoza
Girl
7th grade
Rare
Son
7th grade
Layla
Girl
8th grade
Ozodbek
Son
8th grade
Holy
Girl
8th grade
Rustam
Son
8th grade
Fascination
Girl
8th grade
Ulugbek
Son
8th grade
Gulhaya
Girl
5th grade
Azamat
Son
5th grade
Dilnose
Girl
6th grade
Ravshan
Son
6th grade
Prince
Girl
7th grade
Miranshah
Son
8th grade
Basil
Girl
8th grade
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Note:
The table above presents information about 30 students who were interviewed and
observed as part of a qualitative study. Gender distribution: 15 girls and 15 boys participated.
This balance allows for an equal representation of the views of the students. It is clear that 8th
grade students participated relatively more. This can be explained by the higher level of use of
information technologies by senior students.
Table 3.
Descriptive statistical results on the level of use of information technologies (n=30)
Measurement sections N The smallest The largest
̄ (Mean)
(SD)
Getting knowledge
30 1
4
2.7
.58
Doing research
30 1
4
3.0
.68
Communication
30 1
4
3.1
.75
Game-entertainment
30 1
4
2.5
.90
Self-expression
30 1
4
2.0
.77
Overall average
30 1.06
3.89
2.75
.48
Note:
According to this table, the levels of use of information technologies of 30 students were
assessed as follows: The highest average score ( ̄ =3.1) belongs to the communication (i.e.,
communication) section. This indicates that students use technologies most for communication
purposes. The research ( ̄ =3.0) and knowledge acquisition ( ̄ =2.7) sections also showed high
results, indicating that students use technologies to search for information and consolidate
knowledge. The level of entertainment ( ̄ =2.5) was average. This means that students use
technologies for games to a moderate extent. Self-expression ( ̄ =2.0) gave the lowest indicator.
This indicates that students use technology less to freely express their thoughts. The overall
average score is ( ̄ =2.75), which indicates a moderate level of use of information technology.
Table 4.
Descriptive statistical results on the perception measure regarding social values (n=30)
Measurement Units
N The smallest The largest
̄ (Mean)
(SD)
Positive Perceptions of Social Values 30 1
5
4.24
.55
Negative Perceptions of Social Values 30 1
5
2.29
1.11
Overall Average
30 1.43
4.96
3.90
.49
Note:
As a result of the survey of perceptions of social values conducted among 30 students: The
average scores for positive perception ( ̄ =4.24) are high, indicating that most students perceive
social values positively. The scores for negative perception ( ̄ =2.29) are low, indicating that
students have a fairly low negative attitude towards social values. The overall average score ( ̄
=3.90) indicates that students generally have a positive attitude towards social values. Based on
these results, it can be said that high school students, along with using information technologies,
also maintain respect and a positive attitude towards values accepted in society . Therefore, the
education of moral and social values is of great importance in the process of technological
development.
Discussion and conclusion
This study examined how 30 secondary school students use information technology and their
attitudes towards social values. According to the results of the study, students mainly use
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computers and the Internet to gain knowledge, search for information, and communicate with
others. This is a very positive development, as students increasingly see technology as a tool that
helps them learn.
There are also cases of using it for playing games and for leisure, but this is not very common.
This shows that students are using technology in a purposeful and beneficial way. However, it
was observed that the opportunities for expressing one's thoughts and being creative through
technology are not being used sufficiently. More support is needed in this direction. The attitude
towards social values was also generally positive. Students expressed that they attach great
importance to values such as honesty, respect, friendship, and helping. This indicates that good
upbringing is being provided in the family, school, and environment.
However, some students admitted that they did not pay much attention to these values when
using technology. This suggests that social values need to be reminded and taught when using
technology.
Conclusion.
Students are using technology for learning, research, and communication, which is
a good thing. They are not very active in using technology creatively or expressing their opinions.
Their attitude towards social values is good, but these values need to be reminded more when
using technology.
As a recommendation.
Opportunities for creative use of technology during lessons at school
should be increased. Methods for teaching social values through information technology should
be developed. Parents and teachers need to help teach students to use technology responsibly and
in a way that is consistent with their values.
References
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Ohler, J. (2011). Digital community, digital citizen . Thousand Oaks, CA: Corwin
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4.
Özmusul, M. (2011). Information Technology Utilization Scale: A Validity and
Reliability Study. Eğitim Teknologisi Kuram ve Uygulama , 1(2), 15-30.
5.
Rokeach, M. (1973). The nature of human values . New York: Free Press.
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Schwartz, SH (1996). Value priorities and behavior: Applying a theory of integrated
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Ontario symposium , Vol. 8 (pp. 1–24). Mahwah, NJ: Lawrence Erlbaum Associates.
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