Effect of micro-learning on ability to design, produce, and evaluate digital content and self-efficacy among university teachers

This quantitative study examined the impact of a micro-learning program on Saudi university teachers’ self-efficacy and their skills in designing, producing, and evaluating digital content. Addressing the growing need for effective digital pedagogy, the study involved 26 teachers (13 humanities and 13 science) who completed pre- and post-tests using an achievement test, product evaluation card, and self-efficacy scale. Paired-sample t-tests showed a significant increase in achievement scores from 5.00 to 9.42, t (12) = 9.73, p < .05, η² = .79. Post-initiative means exceeded the hypothetical mean (educational = 28.12, technical = 32.85, total = 60.96; all p < .05). Self-efficacy improved across dimensions (general: t = 2.04, η² =.08; technical: t = 4.23, η² =.26; overall: t = 3.40, η² =.19). The humanities group outperformed the science group in achievement t (24) = 2.03, p < .05), though evaluation results were comparable. Significant correlations between self-efficacy and achievement (r = .68) and evaluation (r = .66) confirmed their interdependence. These findings highlight micro-learning’s effectiveness as a flexible professional development approach for improving teachers’ digital competence and confidence.