Volume 11, Issue 7 (July 2024), Pages: 176-181

----------------------------------------------

 Original Research Paper

Exploring the impact of digital literacy on the self-efficacy of maritime education faculty

 Author(s): 

 Richard Regencia Cabaron *

 Affiliation(s):

 College of Maritime Education, Jose Rizal Memorial State University, Dapitan City, Zamboanga del Norte, Philippines

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-4070-3478

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.07.019

 Abstract

The maritime industry is continually evolving, requiring educators in this field to be proficient in both technical knowledge and digital skills. This study aims to assess the digital competence and self-efficacy of maritime education faculty, recognizing the importance of these skills in enhancing job performance. Using a descriptive-correlation analysis, the research underscores the need for educators to improve their digital abilities to increase their confidence and teaching effectiveness. This study highlights the positive effects of enhancing digital competence among educators, ultimately leading to better educational outcomes for students in the maritime sector. It is recommended that maritime education faculty focus on improving their skills in information and data literacy, communication and collaboration, digital content creation, and safety. Additionally, educators should develop problem solving skills to excel in all areas of maritime education. By continuously improving their digital skills, educators will be better prepared to provide high-quality instruction and prepare students for success in the ever-changing maritime industry.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Digital competence, Self-efficacy, Maritime education faculty, Descriptive-correlation analysis, Information and data literacy

 Article history

 Received 10 March 2024, Received in revised form 1 July 2024, Accepted 12 July 2024

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

Ethical approval for this study was obtained from the relevant institutional review board. Informed consent was obtained from all participants, and their confidentiality and privacy were strictly maintained.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Cabaron RR (2024). Exploring the impact of digital literacy on the self-efficacy of maritime education faculty. International Journal of Advanced and Applied Sciences, 11(7): 176-181

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 

----------------------------------------------   

 References (19)

1. Choi M, Cristol D, and Gimbert B (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers and Education, 121: 143-161. https://doi.org/10.1016/j.compedu.2018.03.005   [Google Scholar]
2. Damrongpanit S, Chamrat S, and Manokarn M (2023). The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand. International Journal of Advanced and Applied Sciences, 10(11): 202–212. https://doi.org/10.21833/ijaas.2023.11.025   [Google Scholar]
3. Etikan I, Musa SA, and Alkassim RS (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1): 1-4. https://doi.org/10.11648/j.ajtas.20160501.11   [Google Scholar]
4. Galindo-Domínguez H and Bezanilla MJ (2021). Promoting time management and self-efficacy through digital competence in university students: A mediational model. Contemporary Educational Technology, 13(2): ep294. https://doi.org/10.30935/cedtech/9607   [Google Scholar]
5. Garzón-Artacho E, Sola-Martínez T, Romero-Rodríguez JM, and Gómez-García G (2021). Teachers' perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7): e07513. https://doi.org/10.1016/j.heliyon.2021.e07513   [Google Scholar] PMid:34401558 PMCid:PMC8353311
6. Gavora P (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2): 17-30.   [Google Scholar]
7. Getenet S, Cantle R, Redmond P, and Albion P (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21: 3. https://doi.org/10.1186/s41239-023-00437-y   [Google Scholar]
8. Gil-Flores J, Rodríguez-Santero J, and Torres-Gordillo JJ (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68: 441-449. https://doi.org/10.1016/j.chb.2016.11.057   [Google Scholar]
9. Hatlevik OE (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5): 555-567. https://doi.org/10.1080/00313831.2016.1172501   [Google Scholar]
10. Iordache C, Mariën I, and Baelden D (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1): 6-30. https://doi.org/10.14658/PUPJ-IJSE-2017-1-2   [Google Scholar]
11. Lemon N and Garvis S (2016). Pre-service teacher self-efficacy in digital technology. Teachers and Teaching, 22(3): 387-408. https://doi.org/10.1080/13540602.2015.1058594   [Google Scholar]
12. Mannila L, Nordén LÅ, and Pears A (2018). Digital competence, teacher self-efficacy and training needs. In the Proceedings of the 2018 ACM Conference on International Computing Education Research, ACM, Espoo, Finland: 78-85. https://doi.org/10.1145/3230977.3230993   [Google Scholar]
13. Ogodo JA, Simon M, Morris D, and Akubo M (2021). Examining K-12 teachers’ digital competency and technology self-efficacy during COVID-19 pandemic. Journal of Higher Education Theory and Practice, 21(11): 13-27. https://doi.org/10.33423/jhetp.v21i11.4660   [Google Scholar] PMid:34671511 PMCid:PMC8525872
14. Rohatgi A, Scherer R, and Hatlevik OE (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers and Education, 102: 103-116. https://doi.org/10.1016/j.compedu.2016.08.001   [Google Scholar]
15. Sá MJ and Serpa S (2020). COVID-19 and the promotion of digital competences in education. Universal Journal of Educational Research, 8(10): 4520-4528. https://doi.org/10.13189/ujer.2020.081020   [Google Scholar]
16. Sangkawetai C, Neanchaleay J, Koul R, and Murphy E (2020). Predictors of K-12 teachers’ instructional strategies with ICTs. Technology, Knowledge and Learning, 25: 149-177. https://doi.org/10.1007/s10758-018-9373-0   [Google Scholar]
17. Sehar S and Alwi SKK (2023). Correlation between teachers’ digital competency and their self-efficacy in managing online classes. Pakistan Journal of Humanities and Social Sciences, 11(2): 2135-2145. https://doi.org/10.52131/pjhss.2023.1102.0513   [Google Scholar]
18. Tourón J, Martín D, Asencio N, Pradas S, and Íñigo V (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD) [Construct validation of a questionnaire to measure teachers' digital competence (TDC)]. Revista Española de Pedagogía, 76(269): 25-54. https://doi.org/10.22550/REP76-1-2018-02   [Google Scholar]
19. Tschannen-Moran M and Hoy AW (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7): 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1   [Google Scholar]