Digital Literacy Competency of Faculty Members: A Qualitative Approach Based on Literature Review

Abstract

The use of information and communication technology has grown exponentially in all aspects of human life. In this process of technological advancement and social transformation, the education sector, especially higher education, cannot remain passive. On the contrary, it must play a leadership role in contributing to the development of the country. In the meantime, professors need a continuous education and development process. Therefore, the main objective of the present study was to identify the digital literacy competency of faculty members. A qualitative research approach based on a literature review was chosen over a specific period of time (2020 to 2025). In this study, relevant articles were searched in Scopus and Web of Science using predefined keywords. The review process followed the Preferred Reporting Items for Systematic Reviews (PRISMA) framework, which finally selected 22 articles after applying screening criteria. After data collection, the findings and results of the research were extracted separately and analyzed and reviewed. In thematic analysis, important topics raised in the text were extracted. The results of this literature review are described based on digital literacy competency indicators, which include four competencies: competency in using digital devices (ability to use emerging technologies, uninstall and install required application software, etc.), competency in finding digital information from different sources (searching for different learning resources through digital devices, creating and modifying one's own digital resources based on needs, etc.), knowledge and skill competencies using digital products (understanding new technologies, effective use of new technologies in educational and research work, using technological tools to produce and disseminate knowledge, using content management tools for learning and collaborative work, etc.), and competencies related to attitudes in using digital devices (using digital devices for learning purposes, having sufficient attitude and information about copyright, etc.). Universities and higher education institutions can use the results obtained in the field of empowering faculty members to develop digital literacy competencies. Universities and higher education institutions can also use the results obtained to determine the priorities of digital literacy competencies of faculty members.