Digital Literacy Competencies of Faculty Members: A Qualitative Approach Based on Literature Review
Keywords:
Digital literacy, Digital literacy competency, Faculty membersAbstract
The use of information and communication technology has exponentially grown in all aspects of human life. In this process of technological advancement and social transformation, the education sector, particularly higher education, cannot remain passive. On the contrary, it must assume a leadership role in contributing to national development. In this context, faculty members require continuous training and professional development. Accordingly, the primary objective of this study was to identify the digital literacy competencies of faculty members. A qualitative research approach was adopted, based on a literature review covering a specific period (2020 to 2025). In this study, relevant articles were searched in Scopus and Web of Science using predefined keywords. The review process followed the framework of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which ultimately resulted in the selection of 22 articles after applying screening criteria. After data collection, the findings and results of the studies were extracted, analyzed, and examined separately. In thematic analysis, key topics discussed in the texts were identified. The results of this literature review were categorized based on digital literacy competency indicators, which included four competencies: digital device usage competency (the ability to use emerging technologies, install and uninstall necessary application software, etc.), competency in finding digital information from various sources (searching for different learning resources through digital devices, creating and modifying digital resources based on needs, etc.), knowledge and skill competencies using digital products (understanding new technologies, effectively utilizing new technologies in teaching and research, using technological tools for knowledge production and dissemination, employing content management tools for learning and collaborative work, etc.), and attitudinal competencies in using digital devices (utilizing digital devices for learning purposes, having sufficient knowledge and awareness of copyright laws, etc.). Universities and higher education institutions can use the findings of this study to enhance the digital literacy competencies of faculty members. Additionally, universities and higher education institutions can utilize the results to prioritize the digital literacy competencies of faculty members.
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