Strengthening Sustainable Higher Education with Digital Technologies: Development and Validation of a Digital Competence Scale for University Teachers (DCS-UT)

Abstract

The integration of digital competences into higher education is essential for the promotion of effective and sustainable teaching and learning environments. The aim of this study was to develop and validate the Digital Competence Scale for University Teachers (DCS-UT), an instrument to assess key digital competences of teachers. The development of the scale involved the creation of items based on an extensive literature review, followed by rigorous testing for content and face validity. The psychometric properties of the scale were assessed using data from 411 university teachers, with confirmatory factor analysis (CFA) and structural equation modelling (SEM) to examine the underlying structure of the scale. Reliability was assessed using Cronbach’s alpha, which confirmed the internal consistency of the instrument (0.974). The analysis revealed a robust four-factor structure: digital literacy, digital skills, digital interaction, and technology integration, which together explained 70.284% of the variance. These findings underscore the value of the DCS-UT as a tool to promote sustainable teaching practises by assessing digital competences. By equipping teachers with essential digital competences, the scale supports the long-term adaptability and effectiveness of higher education institutions in an increasingly digital field.