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<p>This study reports the development and rigorous psychometric validation of the Chinese Teacher Digital Literacy Scale (CTDLS), a contextually tailored instrument for higher-education instructors. Building on established international frameworks and structured expert feedback, an initial 15-item pool spanning Technical Skills, Cognitive Abilities, and Emotional Intelligence was generated and refined through pilot testing with ten university faculty. Exploratory factor analysis in Sample 1 (<i>N</i> = 625) supported a clear three-factor structure explaining 70.4% of variance (all loadings &gt; 0.51), leading to the removal of one low-loading emotional-intelligence item. Confirmatory factor analysis in Sample 2 (<i>N</i> = 730) confirmed the 14-item model with excellent fit (χ²/df = 2.96; CFI = 0.94; TLI = 0.90; RMSEA = 0.038). The CTDLS demonstrated outstanding internal consistency (α = 0.92 overall; subscales = 0.91–0.94), strong split-half reliability (0.89–0.92), and high four-week test–retest stability (<i>r</i> = .90, <i>p</i> &lt; .01; Sample 3 <i>n</i> = 200). By offering a parsimonious yet comprehensive measure of digital competence, the CTDLS equips researchers, administrators, and policymakers in Chinese higher education with a robust tool to assess and enhance faculty readiness for technology-mediated instruction.</p>

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Measuring teacher digital literacy in china: development and preliminary validation of a multidimensional scale

  • 期刊论文

  • 发表日期：

    2025年10月13日

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  • Chunxi Liu,
  • Gayle Brewer,
  • Peng Liu,
  • Yige Liu,
  • Weida Zhang

摘要

This study reports the development and rigorous psychometric validation of the Chinese Teacher Digital Literacy Scale (CTDLS), a contextually tailored instrument for higher-education instructors. Building on established international frameworks and structured expert feedback, an initial 15-item pool spanning Technical Skills, Cognitive Abilities, and Emotional Intelligence was generated and refined through pilot testing with ten university faculty. Exploratory factor analysis in Sample 1 (N = 625) supported a clear three-factor structure explaining 70.4% of variance (all loadings > 0.51), leading to the removal of one low-loading emotional-intelligence item. Confirmatory factor analysis in Sample 2 (N = 730) confirmed the 14-item model with excellent fit (χ²/df = 2.96; CFI = 0.94; TLI = 0.90; RMSEA = 0.038). The CTDLS demonstrated outstanding internal consistency (α = 0.92 overall; subscales = 0.91–0.94), strong split-half reliability (0.89–0.92), and high four-week test–retest stability (r = .90, p < .01; Sample 3 n = 200). By offering a parsimonious yet comprehensive measure of digital competence, the CTDLS equips researchers, administrators, and policymakers in Chinese higher education with a robust tool to assess and enhance faculty readiness for technology-mediated instruction.