ESL Lecturers’ Digital Competence and Organizational Support and Their Effect on Pedagogical Digital Competence

Abstract

The rapid integration of digital tools in higher education has introduced significant challenges for lecturers, particularly in meeting increasingly diverse student needs and instructional expectations. This quantitative study investigates the influence of both individual digital competence and organizational support on English as a Second Language (ESL) lecturers’ Pedagogical Digital Competence (PDC), using data from 233 participants in Malaysian higher education institutions. The findings reveal a strong association between lecturers’ digital competence and their PDC, while also highlighting that organizational support, particularly professional development, plays a critical role. However, institutional infrastructure and leadership, though important, were not independently predictive of PDC without targeted professional learning. This study addresses a notable gap in the literature by focusing on ESL lecturers in Malaysia and integrating the Technological Pedagogical Content Knowledge (TPACK), Teacher’s Digital Competence, and E-Capacity models to offer a more holistic understanding of PDC development. The insights contribute practical implications for institutions aiming to enhance digital pedagogy and support digital transformation in teaching.