Information and communications technology (ICT) and digital technologies are being actively used for education, and the ICT-enabled education market continues to grow. The recent COVID-19 pandemic situation is undoubtedly very stressful, because all teaching and learning activities have been forced to move online. This is an international comparative study examining the effects of 21st century skills (e.g., digital and information literacy) on intention to use digital technologies for learning in Korea and in Finland. To conduct a rigorous comparison of the two countries, this paper conducts an empirical study on 194 Korean and 192 Finnish young people in their 20s and 30s. A theory-based conceptual model is devised to examine the differences between Korean and Finnish respondents’ ICT usage using Structural equation modelling (SEM). The SEM results showed that information literacy has a direct effect on the intention to use digital technologies for learning in Korea and Finland. The higher information literacy is directly related to higher intention to use digital technology for learning with a small effect. The effect of digital literacy on intention to use technologies is fully mediated through the habit and performance expectancy with a medium effect. In addition, this study used multigroup analysis (MGA) to examine whether the impact of digital literacy and information literacy on intention to use digital technology for learning differed between Korean and Finnish respondents. Based on these results, recommendations for prospect research and theoretical and practical implications are discussed.

信息和通信技术（ICT）和数字技术正被积极地用于教育，并且具有ICT技术的教育市场继续增长。毫无疑问，最近的COVID-19大流行形势非常严峻，因为所有教与学活动都被迫转移到网上。这是一项国际比较研究，研究了21世纪技能（例如，数字和信息素养）对在韩国和芬兰使用数字技术进行学习的意图的影响。为了对这两个国家进行严格的比较，本文对20多岁和30多岁的194名韩国年轻人和192名芬兰年轻人进行了实证研究。设计了基于理论的概念模型，以使用结构方程模型（SEM）来检验韩国和芬兰受访者在ICT使用方面的差异。SEM的结果表明，信息素养对在韩国和芬兰使用数字技术进行学习的意图有直接影响。较高的信息素养与使用数字技术进行学习效果不佳的较高意愿直接相关。数字素养对使用技术的意图的影响是通过习惯和预期的表现完全介导的，具有中等影响。此外，本研究使用多组分析（MGA）来检验数字素养和信息素养对使用数字技术进行学习的意图的影响在韩国和芬兰受访者之间是否存在差异。基于这些结果，讨论了对前景研究的建议以及理论和实践意义。