Psychometric assessment of the Persian version of the DUSAETCS questionnaire: Duke University Self-Assessment Educational Technology Competencies

Introduction The rapid global evolution of Information and Communication Technologies (ICT), combined with the shift toward e-learning in higher education, has made it more necessary than ever to equip faculty members with technological skills. The level of self-efficacy significantly influences technological competence in educational technology. This study aimed to translate and conduct a psychometric evaluation of the Persian version of the Duke University School of Nursing's self-assessment of educational technology competencies: DUSAETCS for faculty members. Method The psychometric properties of the DUSAETCS questionnaire, comprising 44 items, were evaluated. The original questionnaire was translated into Persian via back translation. Internal and external consistencies, factor analysis, and construct validity analysis were examined. Results Of the initial 44 items, 26 were retained following the assessment of content validity using the Content Validity Ratio (CVR) and Content Validity Index (CVI). The overall CVI and CVR were 0.79 and 0.99, respectively. The Persian version of the questionnaire demonstrated high internal consistency, with a Cronbach’s alpha coefficient of 0.92 for the total scale. Conclusions The findings provide preliminary evidence supporting the content validity and internal consistency of the Persian version of the DUSAETCS for assessing faculty members’ educational technology competencies in the context of e-teaching. Further psychometric evaluation, particularly assessment of construct validity and other reliability measures, is recommended before broader application of the instrument.