Conceptualising faculty digital literacy for online teaching in higher education: perceptions, practices and pedagogical implications

Abstract

Motivated by the lack of systematic research on faculty digital literacy for online teaching in higher education across developing countries, this study seeks to conceptualise the construct of faculty digital literacy by exploring faculty perceptions and practices in online teaching in Palestinian universities. Drawing on the data collected from questionnaires, interviews and course materials, the study found that faculty showed varied perceptions of online teaching and demonstrated different pedagogical practices in online teaching. The differences in their perceptions and practices appeared to be influenced by varying levels of faculty digital literacy for online teaching in higher education, which was conceptualised in the study as (1) knowledge of affordances and constraints of digital tools, (2) competence to access, evaluate, and create digital content (3) awareness of ethical digital engagement, and (4) willingness to engage in lifelong learning in the digital era. The study also found that all participating teachers recognised the need to support digital transformation amidst social and political turbulence in Palestine. The study concludes by outlining pedagogical implications for online higher education in developing countries.