AI Insight
This study examined the relationship between digital epistemological beliefs and digital technology literacy among 673 academics at Turkish public universities. The research found a strong positive correlation between these two constructs, with digital epistemological beliefs significantly predicting digital technology literacy levels. Both measures were at moderate levels overall, with significant differences observed based on academic title, professional seniority, and academic field, but not by gender.
Why it matters
The findings suggest that strengthening academics' beliefs about digital knowledge and learning could enhance their digital technology competencies. This has implications for professional development programs in higher education, indicating that interventions targeting epistemological beliefs may effectively improve digital literacy among faculty members.
IntroductionThe aim of this study was to examine the relationship between academics’ digital epistemological beliefs and their digital technology literacy and to determine the extent to which digital epistemological beliefs predict digital technology literacy.MethodsThe study was conducted with 673 academics employed at public universities in Türkiye. Data were collected using the Digital Epistemological Belief Scale, the Digital Technology Literacy Scale, and a personal information form developed by the researcher. The data were analyzed using descriptive statistics, Pearson correlation analysis, simple linear regression, independent samples t-test, and one-way analysis of variance (ANOVA). Prior to the analyses, normality assumptions were tested through arithmetic mean, median, kurtosis, and skewness values.ResultsThe findings indicated that academics’ perceptions of digital epistemological beliefs and digital technology literacy were at a moderate level. No significant differences were found in digital epistemological beliefs, digital technology literacy, or their sub-dimensions according to gender. However, significant differences were identified based on academic title, professional seniority, and academic field. Furthermore, a strong, positive, and statistically significant relationship was found between digital epistemological beliefs and digital technology literacy. The results also demonstrated that digital epistemological beliefs significantly predicted digital technology literacy.DiscussionThe findings suggest that stronger digital epistemological beliefs are associated with higher levels of digital technology literacy among academics. The study contributes to the literature by providing a comprehensive examination of the relationship between these two constructs through the use of original, valid, and reliable measurement instruments.
Source: Digital epistemological beliefs as predictors of academics’ digital technology literacy