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August 23, 2026Frontiers in PsychologyOpen Access

Developing and validating a digital literacy assessment framework for pre-service physical education teachers: a Delphi-AHP study

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Authors

SZShuang ZhaoLingnan Normal UniversityGSGuoqiang SongLingnan Normal UniversityJWJiao WangQingdao University

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Overview

Delphi-AHP study establishes a validated digital literacy framework for pre-service physical education teachers, highlighting teaching integration over basic knowledge.

Key Points

  • Develop and validate a structured digital literacy assessment framework for pre-service physical education teachers to define essential competencies and inform teacher education curricula.
  • Derived preliminary indicators from literature (2015–2026) and global frameworks (DigCompEdu, UNESCO ICT-CFT), grounded in TPACK, Self-Determination Theory, Technology Acceptance Model, and Teacher Self-Efficacy Theory.
  • Conducted a two-round Delphi consensus process with a multidisciplinary panel of 20 specialists across physical education pedagogy, educational technology, and educational psychology.
  • Calculated indicator weights and verified judgment matrix consistency using the Analytic Hierarchy Process (AHP).
  • Generated a framework of 4 primary and 12 secondary indicators with an expert authority coefficient of 0.825 and an increase in Kendall's concordance coefficient from 0.414 to 0.568 (p < 0.001).
  • Calculated primary indicator weights: Digitalized PE Teaching Integration Competence (0.3474), PE Digital Tools and Data Literacy (0.3032), Intelligent Technology Cognition and Foundational Literacy (0.1981), and Professional Development and Social Impact (0.1513).
  • Satisfied matrix consistency requirements with all consistency ratios remaining below 0.1.

Cite This Study

Zhao et al. (2026) studied this question.

synapsesocial.com/papers/6a8aad417677a341144456eehttps://doi.org/10.3389/fpsyg.2026.1852701
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