An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions

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dc.contributor.authorFeng, Lei
dc.contributor.authorSumettikoon, Piyapong
dc.date.accessioned2026-08-06T10:47:50Z
dc.date.available2026-08-06T10:47:50Z
dc.date.issued2024-12-01
dc.description.abstractIn 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.
dc.identifier.citationInternational Journal of Educational Technology in Higher Education, 21(1), 2024
dc.identifier.doi10.1186/s41239-024-00474-1
dc.identifier.issn23659440
dc.identifier.other2-s2.0-85196411648
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/16090
dc.sourceInternational Journal of Educational Technology in Higher Education
dc.subject21st century abilities
dc.subjectDigital literacy
dc.subjectEFL teachers
dc.subjectTeachers’ digital literacy
dc.subjectTeachers’ professional development
dc.titleAn empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions
dc.typeArticle

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