Structural Analysis of the Chinese Framework for Digital Literacy of Teachers: Based on PLS-SEM

DOI

10.2991/978-94-6463-560-7_25How to use a DOI?

Keywords

digital literacy of teachers; CTA-PLS; PLS-SEM

Abstract

The Chinese Ministry of Education introduced a Chinese framework for teachers’ digital literacy in 2022 to guide digital literacy development. However, the Chinese framework lacks applicable measurement scales. This study transformed descriptions of the Chinese framework into a scale, examined the rationality of its structure, and attempted to explore the approaches to improve the scale. Data were collected from 370 pre-service English teachers in a city in Central China through a questionnaire. Based on the PLS-SEM analysis, the results showed that the scale showed satisfactory reliability and validity; yet, the results unveiled structural problems of the scale. Therefore, it is important to establish theoretical structure of each construct, and then refine the scale by the supplementation of certain items.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ke Li
AU  - Suhe Ji
PY  - 2024
DA  - 2024/11/01
TI  - Structural Analysis of the Chinese Framework for Digital Literacy of Teachers: Based on PLS-SEM
BT  - Proceedings of the 2024 4th International Conference on Internet Technology and Educational Informatization (ITEI 2024)
PB  - Atlantis Press
SP  - 205
EP  - 210
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-560-7_25
DO  - 10.2991/978-94-6463-560-7_25
ID  - Li2024
ER  -