Digital literacy, digital competence and research productivity of educators

Abstract

This study determined the relationship between digital literacy, digital competence and research productivity of educators. This research employed the descriptive-correlational research design. The respondents of the study were the permanent faculty members of the university. The research instruments utilized were the standardized scales of Being Digital: Digital Literacy Checklist of The Open University © 2012 United Kingdom, measured the digital literacy of the respondents. And the digital competence was assessed through the Self-Assessment Tool of the European Digital Competence Framework for Educators (DigComEdu). The statistical tools used were the weighted mean, Standard Deviation and Chi-Square. The findings revealed that there is a strong and significant relationship between faculty members’ digital literacy and research productivity. This means that the increase in understanding, finding, using, and creating information using digital technologies is positively related to faculty members’ ability to conduct, complete, present and publish a research article. Likewise, faculty member’s digital competence is strong and significantly correlated to their research productivity, which clearly indicates that as their knowledge, skills and attitudes for working, living and learning in the knowledge society increases, there is also a significant increase in their ability to produce publishable research outputs.