Measuring Teacher Digital Literacy in China: Development and Preliminary Validation of a Multidimensional Scale
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| Title: | Measuring Teacher Digital Literacy in China: Development and Preliminary Validation of a Multidimensional Scale |
|---|---|
| Language: | English |
| Authors: | Chunxi Liu, Gayle Brewer, Peng Liu, Yige Liu, Weida Zhang (ORCID |
| Source: | Education and Information Technologies. 2025 30(18):26723-26745. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Digital Literacy, Test Construction, Test Validity, College Faculty, Cognitive Ability, Emotional Intelligence, Test Reliability, Technology Uses in Education |
| Geographic Terms: | China |
| DOI: | 10.1007/s10639-025-13768-2 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study reports the development and rigorous psychometric validation of the Chinese Teacher Digital Literacy Scale (CTDLS), a contextually tailored instrument for higher-education instructors. Building on established international frameworks and structured expert feedback, an initial 15-item pool spanning Technical Skills, Cognitive Abilities, and Emotional Intelligence was generated and refined through pilot testing with ten university faculty. Exploratory factor analysis in Sample 1 (N = 625) supported a clear three-factor structure explaining 70.4% of variance (all loadings > 0.51), leading to the removal of one low-loading emotional-intelligence item. Confirmatory factor analysis in Sample 2 (N = 730) confirmed the 14-item model with excellent fit (χ²/df = 2.96; CFI = 0.94; TLI = 0.90; RMSEA = 0.038). The CTDLS demonstrated outstanding internal consistency (α = 0.92 overall; subscales = 0.91-0.94), strong split-half reliability (0.89-0.92), and high four-week test-retest stability (r = 0.90, p < 0.01; Sample 3 n = 200). By offering a parsimonious yet comprehensive measure of digital competence, the CTDLS equips researchers, administrators, and policymakers in Chinese higher education with a robust tool to assess and enhance faculty readiness for technology-mediated instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504378 |
| Database: | ERIC |
| Abstract: | This study reports the development and rigorous psychometric validation of the Chinese Teacher Digital Literacy Scale (CTDLS), a contextually tailored instrument for higher-education instructors. Building on established international frameworks and structured expert feedback, an initial 15-item pool spanning Technical Skills, Cognitive Abilities, and Emotional Intelligence was generated and refined through pilot testing with ten university faculty. Exploratory factor analysis in Sample 1 (N = 625) supported a clear three-factor structure explaining 70.4% of variance (all loadings > 0.51), leading to the removal of one low-loading emotional-intelligence item. Confirmatory factor analysis in Sample 2 (N = 730) confirmed the 14-item model with excellent fit (χ²/df = 2.96; CFI = 0.94; TLI = 0.90; RMSEA = 0.038). The CTDLS demonstrated outstanding internal consistency (α = 0.92 overall; subscales = 0.91-0.94), strong split-half reliability (0.89-0.92), and high four-week test-retest stability (r = 0.90, p < 0.01; Sample 3 n = 200). By offering a parsimonious yet comprehensive measure of digital competence, the CTDLS equips researchers, administrators, and policymakers in Chinese higher education with a robust tool to assess and enhance faculty readiness for technology-mediated instruction. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13768-2 |
