What does this research mean for the field?

Integrating digital platform usage data with traditional self-reported surveys improves the completeness and interpretability of evaluating teachers' digital literacy, revealing significant variations across gender, age, and school type. Novelty: ClaimNovelty.METHODOLOGICAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To develop and test an integrated evaluation approach that combines self-reported survey responses with digital platform behavioral logs to assess teachers' digital literacy.

August 30, 2026Asia Pacific Journal of Education

Evaluation of teachers’ digital literacy combining survey data and digital platform usage data

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Authors

MCMin ChenCentral China Normal University HYHuiyun YangCentral China Normal University FSFenghua ShaoCentral China Normal University

Discussion

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Implication

Cross-sectional study reveals varied digital literacy competencies in primary and secondary school teachers, highlighting the utility of integrating survey metrics with platform usage logs.

Key Points

To develop and test an integrated evaluation approach that combines self-reported survey responses with digital platform behavioral logs to assess teachers' digital literacy.
Assessed digital literacy among N=1,877 primary and secondary school teachers in a district in China using a multi-source triangulation framework.
Integrated self-reported questionnaire responses with objective digital platform usage logs that captured platform-based behaviors.
Conducted hierarchical multiple regression analyses to evaluate the effects of teacher demographics and school characteristics on literacy scores.
Teachers exhibited relatively low overall digital literacy scores, performing comparatively better in digital society responsibility and worse in digital application and professional development.
Hierarchical multiple regression demonstrated statistically significant score differences across teacher gender, age, school type, and the age × school type interaction.

Cite This Study

Chen et al. (2026) studied this question.

synapsesocial.com/papers/6a93f07a6c1a8fb52e79ca8d https://doi.org/10.1080/02188791.2026.2722919

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Implication

Cross-sectional study reveals varied digital literacy competencies in primary and secondary school teachers, highlighting the utility of integrating survey metrics with platform usage logs.