Designing the Framework for Developing Digital Competence among Faculty Members

Abstract

The primary objective of this research is to identify the key components that contribute to developing digital competence among faculty members and to design a comprehensive framework accordingly. This study employs a descriptive-analytical, factorial approach, combining qualitative and quantitative methodologies. Data for the qualitative phase were collected through interviews, while questionnaires were used for the quantitative phase. The statistical population consisted of 448 faculty members from the University of Tehran, with a sample size of 208 participants. Qualitative data were analyzed using ATLAS.ti software, while descriptive statistics, factor analysis, and validation techniques were applied to analyze the quantitative data. The findings reveal that 21 sub-components contribute to the five main dimensions of digital competence development among professors. These dimensions encompass: 1) Causes and prerequisite factors (such as fundamental changes in communication channels, ongoing redefinition of the current state, capabilities of university and professors, process and organizational aspects, and strategic planning); 2) Fundamental actions (actions undertaken by professors and continuous efforts by the university); 3) Objectives, outcomes, and theoretical and practical knowledge (including planning and decision-making outcomes, quality of education and research outcomes, communication and interaction outcomes, specialized knowledge, personal knowledge development, and general faculty skills); 4) Existing deficiencies and challenges (organizational deficiencies, infrastructural and technological shortcomings, and educational gaps); and 5) Steps and processes for enhancing digital competence (re-engineering existing processes, development of work instructions, infrastructure enhancement, specialized training for professors, and adaptation to rapid environmental changes).