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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 0000-0002-2475-6641)
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
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  Data: 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 &gt; 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 (χ&#178;/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 &lt; 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.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Test Construction
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: China
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