Digital Self-Efficacy, Technology Adoption Practices and Technology Integration Skills: A Structural Equation Model Framework for Faculty Digital Competency Development

Abstract

This study investigated the intricate interplay among digital self-efficacy, technology integration, and technology adoption practices within higher education institutions, examining their influence on faculty behaviors and overall productivity. Employing a quantitative approach utilizing Structural Equation Modeling (SEM), the research assessed various facets of digital competency. Findings revealed faculty possess a commendable level of digital self-efficacy, particularly in safety (composite mean=3.34) and communication. While strong confidence exists in technology's potential to enhance student learning (highest performance expectancy=3.67), significant barriers were identified in facilitating conditions, notably unreliable internet connectivity (lowest=2.35) and institutional support. Regarding technology integration, faculty generally demonstrate an agreeable level of skill, valuing its role in career advancement (highest=3.30), though expressing least contentment with digital content quality (lowest=2.75). Crucially, the analysis confirmed robust interconnections: digital self-efficacy directly and substantially influences both technology adoption practices (estimate=0.782) and technology integration skills (estimate=0.782). Furthermore, technology adoption practices directly and positively affect technology integration skills (estimate=0.252), establishing a significant mediating role for adoption in the self-efficacy-integration relationship (indirect effect=0.129). The proposed model demonstrated a good fit (cfi=0.938, tli=0.916). In conclusion, faculty digital self-efficacy is a pivotal driver of technology engagement and integration.