Digital epistemological beliefs as predictors of academics’ digital technology literacy
Frontiers in Psychology, cilt.17, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 17
- Basım Tarihi: 2026
- Doi Numarası: 10.3389/fpsyg.2026.1848263
- Dergi Adı: Frontiers in Psychology
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Linguistic Bibliography, MLA - Modern Language Association Database, Psycinfo, Directory of Open Access Journals, MLA International Bibliography
- Anahtar Kelimeler: academics, digital epistemological belief, digital information, digital technology literacy, higher education
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- İnönü Üniversitesi Adresli: Evet
Özet
Introduction – The aim of this study was to examine the relationship between academics’ digital epistemological beliefs and their digital technology literacy and to determine the extent to which digital epistemological beliefs predict digital technology literacy. Methods – The study was conducted with 673 academics employed at public universities in Türkiye. Data were collected using the Digital Epistemological Belief Scale, the Digital Technology Literacy Scale, and a personal information form developed by the researcher. The data were analyzed using descriptive statistics, Pearson correlation analysis, simple linear regression, independent samples t-test, and one-way analysis of variance (ANOVA). Prior to the analyses, normality assumptions were tested through arithmetic mean, median, kurtosis, and skewness values. Results – The findings indicated that academics’ perceptions of digital epistemological beliefs and digital technology literacy were at a moderate level. No significant differences were found in digital epistemological beliefs, digital technology literacy, or their sub-dimensions according to gender. However, significant differences were identified based on academic title, professional seniority, and academic field. Furthermore, a strong, positive, and statistically significant relationship was found between digital epistemological beliefs and digital technology literacy. The results also demonstrated that digital epistemological beliefs significantly predicted digital technology literacy. Discussion – The findings suggest that stronger digital epistemological beliefs are associated with higher levels of digital technology literacy among academics. The study contributes to the literature by providing a comprehensive examination of the relationship between these two constructs through the use of original, valid, and reliable measurement instruments.