A STUDY ON THE IMPACT OF DIGITAL LITERACY OF TEACHERS IN GUANGXI UNIVERSITIES ON TEACHING EFFECTIVENESS
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Abstract
This study investigated the impact of digital literacy on teaching effectiveness among university teachers in Guangxi, China, analyzed the effects of its dimensions, and explored demographic moderating factors. From a population of approximately 51,000 faculty members, a stratified sample of 1,550 teachers was surveyed. Data were collected via a questionnaire covering demographics, five digital literacy dimensions-technical operation, information management, digital content creation, cybersecurity awareness, and online interaction-and four teaching effectiveness aspects: academic performance, emotional attitude, classroom participation, and ability development. Items were rated on a five-point Likert scale, with analyses including regression and multi-group structural path analysis.
Results showed that teachers demonstrated moderate digital literacy, with strong technical and information management skills, but weaker content creation ability. Digital literacy significantly and positively influenced teaching effectiveness, with information management and online interaction showing the strongest predictive power. Technical skills enhanced classroom interaction, while digital content creation improved engagement. Demographic differences were significant: male and STEM faculty scored higher in technical skills, and vocational college teachers displayed greater adaptability to online teaching. These findings highlight the need for targeted faculty training and the integration of digital technology into higher education practice.
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