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Digital pedagogical competency is a core competency for teachers, yet its definition and assessment methods lack consensus. Authors using different theories and methodologies reach similar conclusions, prompting exploration of overlaps in conceptualizations. Based on the DPaCK-model, three subareas of ‘digital pedagogical competencies’ were examined through a merged version of three instruments, assessing their independence and distinct facets. A total of N = 484 students from Germany took part in the survey. Confirmatory factor analysis revealed high intercorrelations and inconclusive results. Exploratory factor analysis suggested a three-factor structure: (1) general digital competence, (2) learning and teaching-related digital competence, and (3) precautions regarding digital technology. Comprehensive assessment of digital competences needs to take into account that we are dealing with a composite construct.
Franziska Helena Ohl (Thu,) studied this question.
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