This study examines the differences in sports learning among Generation Z based on digital literacy, using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Media Richness Theory (MRT). As non-face-to-face sports learning—including online lectures, remote coaching, and virtual reality—rapidly expands, digital literacy has become a key factor influencing learning outcomes and equity. Data were collected from Generation Z adults engaged in sports learning through platforms including YouTube, social networking services, online lecture platforms, and mobile applications. Participants were classified into low (n = 87)-, medium (n = 80)-, and high (n = 70)-digital-literacy groups. A 32-item questionnaire adapted from prior studies assessed digital literacy (4 items), four UTAUT constructs (performance expectancy, effort expectancy, social influence, and facilitating conditions; 16 items), and three media richness dimensions (multiple channels, immediacy of feedback, and personalness; 12 items). Confirmatory factor analysis demonstrated acceptable model fit (χ² = 779.013, df = 436, p < 0.001, NFI = 0.914, IFI = 0.960, TLI = 0.954, CFI = 0.960, SRMR = 0.037, RMSEA = 0.058), reliability (all ω and α > 0.70), and convergent/discriminant validity (all AVE > 0.50; C.R. > 0.70). Group comparisons indicated that higher digital literacy was linked to higher scores in technology acceptance and media richness perceptions (F = 40.364–64.150, p < 0.001, ηp² = 0.257–0.354) These findings indicate that intra-generational differences in digital literacy shape technology use and media experience in sports learning, highlighting the need to enhance media richness and systematically develop learners’ digital literacy to improve digital sports education’s effectiveness and equity. But causal inferences are limited by the cross-sectional design.

This study proposes a moderated mediation model examining the impact of job insecurity on turnover intention among non-regular sports instructors in South Korea, through the mediating effect of abusive supervision and the moderated mediation effects of work engagement and perceived organizational support. Analysis of survey data from 267 participants using SPSS and AMOS revealed that job insecurity significantly and positively influenced turnover intention and abusive supervision, with abusive supervision demonstrating a partial mediating effect on the relationship. Furthermore, both work engagement and perceived organizational support exhibited significant moderated mediation effects, such that the mediated pathway strengthened when these factors were low. These findings underscore the necessity of leadership training, psychological support enhancement, and stable employment policies to mitigate employment instability in the sports industry, contributing to human resource management theory in sports management based on JD-R theory and conservation of resources theory.