Examining the effect of Digital Literacy on Technology Integration: Evidence from Chinese Private Universities
Abstract
Digital technologies are increasingly reshaping teaching practices in higher education institutions. Nevertheless, many private universities in China, particularly those located in Shandong Province, still faces difficulties when incorporating digital technologies into teaching. These challenges often related to limited institutional resources and insufficient digital competencies among teachers. In such a context, understanding how teachers’ digital capabilities support technology integration becomes increasingly important. This research focuses on the role of teachers’ digital literacy in facilitating technology integration in private universities in Shandong Province, China. A quantitative cross-sectional survey design was employed. Data were collected from 423 teachers using structured questionnaires adapted from the Digital Literacy Skills Scale (DLSS) and the Teacher Technology Integration Survey (TTIS). The dataset was analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SmartPLS software. The results suggest that teachers reported moderate levels of digital literacy as well as moderate levels of technology integration in their instructional practices. Structural model analysis further indicates a statistically significant positive relationship between digital literacy and technology integration (β = 0.653, t = 23.938, p < 0.001). Digital literacy accounted for 42.6% of the variance in teachers’ technology integration behaviour. The results point to the need to further strengthen teachers’ digital competencies through targeted professional development and institutional support in order to promote more effective technology integration in private higher education institutions.
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References
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