Empirical Analysis of Digital Literacy Differences Among E-Commerce Teachers in Universities

DOI: https://doi.org/10.62517/jhet.202515227

Author(s)

Jing Zhang1,2, M. Аlmira2,*

Affiliation(s)

1Guangzhou Huashang College, Guangzhou, Guangdong, China 2Graduate University of Mongolia, Ulaanbaatar15141, Mongolia *Corresponding Author.

Abstract

With the rapid advancement of digital technology, enhancing educators’ digital literacy is crucial for improving teaching effectiveness, especially in e-commerce education. Age, years of teaching experience, teacher's title, and educational background all influence e-commerce teachers' digital literacy in higher education. Through using the methods of single-factor difference analysis, analyzing data from surveys to evaluate their disparities, this study finds that digital proficiency differs based on varying age and teaching experiences; younger (26-35 year olds) and those with little experience (0-5 years) have better digital skills than those who are older or more experienced in teaching positions. Teachers with junior college diplomas are generally superior in their utilization of profession-related resources and digital resources compared to those holding higher degrees; assistant professors also scored highest in overall digital literacy levels within corresponding titles. These findings provide insight into existing gaps in the degree which allows for digital competence development in educators can be advanced through focused efforts by educational administrators.

Keywords

Digital Literacy; E-Commerce Teachers; Higher Education; Univariate Analysis

References

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