Digital competences represent essential skills for adapting to 21st-century conditions; encompassing the safe and critical use of information society technologies for work, daily life, and communication. Determining the digital competence levels of individuals is crucial to guide interventions aimed at enhancing these competences. This study presents the development process of a Digital Competence Scale for Faculty Members (DCS-FM), designed specifically to assess the digital competence levels of higher education instructors. The data collection process took place during the 2020–2021 academic year among faculty members working at ... University in ... province of Türkiye. Researchers collected the data themselves to ensure consistency and reliability throughout the process. As part of the validity studies, an exploratory factor analysis was conducted, yielding a six-factor structure. Confirmatory factor analysis confirmed that the six-factor structure demonstrated good model fit indices. In the process of developing the scale and conducting validity and reliability studies, data were collected from a total of 740 unique faculty members. The scale development process involved two pilot applications and one main application, with exploratory factor, confirmatory factor, and item analyses conducted throughout. Confirmatory factor analysis of the collected data yielded a 30-item scale encompassing six factors. These factors align with the European Framework for Digital Competence of Educators (known as ‘DigCompEdu’) developed by the European Commission Joint Research Centre. Based on the validity and reliability analysis results and findings, it can be concluded that the scale possesses the sufficient psychometric properties sought in the literature.
Kapucu et al. (Wed,) studied this question.
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