The impact of digital technology training on developing academics’ digital competence in higher education context

Abstract

PurposeA new normal regarding teaching and learning has been established after COVID-19. The present study aims to examine the effectiveness of digital technology training on developing academics’ digital competence in higher education context. A conceptual model was developed using stimulus–organism–response (SOR) theory. Additionally, this study investigates the mediating effect of transfer of learning and the moderating effect of innovative climate in the relation between trainer capability and academics’ digital competence.Design/methodology/approachIn total, 24 digital technology training sessions were organized. Data were collected from the 24 digital technology training sessions with 384 participants and analyzed using SPSS PROCESS macro.FindingsThe results indicated that digital technology training content and trainer capability were positively associated with academics’ digital competence. Mediation analysis indicated that transfer of learning mediated the relation between trainer capability and digital competence. Moderated mediated analysis revealed that the relationship between trainer capability and transfer of learning is stronger under a higher innovative climate.Originality/valueThis study contributes to the literature by applying the SOR theory in the context of digital technology training, providing a novel theoretical perspective on how digital training influences academics’ digital competencies. The study offers empirical evidence on the underlying process regarding the effect of digital technology training on academics’ digital competence. The findings revealed that transfer of learning as well as innovative climate play important intervening roles in enhancing academics’ digital competence. Higher education institutions can implement policies to promote the transfer of learning and innovative climate, allowing academics to learn innovative digital technology.