University Teachers’ Digital Competence and AI Literacy
Moderating Role of Gender, Age, Experience, and Discipline
Dados Bibliográficos
| ID | 22043352 |
|---|---|
| Autores | Ida Dringó-Horváth (0000-0002-5246-7097, Károli Gáspár University of the Reformed Church in Hungary), Zoltán Rajki (0009-0001-5530-3274, Pázmány Péter Catholic University), Judit T Nagy (0000-0001-7726-7019, Károli Gáspár University of the Reformed Church in Hungary, autor correspondente) |
| Ano | 2025 |
| Volume | 15 |
| Fascículo | 7 |
| Páginas | 868 |
| Data de publicação | 2025-07-07 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070868 |
| OpenAlex | W4412085096 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 35 |
The present research aims to contribute to the effective development of AI literacy and thus to its proper educational integration by investigating (i) the relationship between teachers’ AI literacy and digital competence and (ii) whether this relationship varies by gender, discipline, age, and teaching experience. This is the first large-sample study in Hungary to comprehensively analyze such relationships, based on a representative sample of 1103 teachers from 13 fields of education. After a theoretical grounding and literature review, the study describes the research methodology, analyzes the empirical results, and concludes. The research contributes to the AI literacy literature by providing empirical evidence from a previously understudied population—Hungarian university teachers—and by refining the understanding of the role of digital competence in the context of technological transformation. The findings highlight that the development of AI literacy does not require a one-size-fits-all approach but rather strategies tailored to the specific needs of target groups (e.g., gender, scientific fields, and experience levels)
Computer literacy · Digital Literacy · Information literacy · Knowledge level · Literacy · Mathematics education · Pedagogy · Teaching method · Technological literacy · Digital literacy in education · Gender and Technology in Education · Psychology · Social Psychology · Technology-Enhanced Education Studies
Empowering Teachers for the AI-GenAI Era
Assessment of Information Competence and Information Literacy in Teachers
Global Evidence on the Mediating Role of Teachers’ AI Beliefs in Linking AI-Related Professional Development and AI Infusion in Instruction
The relationship between artificial intelligence literacy, eHealth literacy, and healthy lifestyles
AI-supported Interactive learning environments for English speaking
University instructors’ contemporary assessment literacy
Further Investigation of the Performance of S - X2
Effects of Local Item Dependence on the Fit and Equating Performance of the Three-Parameter Logistic Model
Acceptance of artificial intelligence among pre-service teachers
A comprehensive AI policy education framework for university teaching and learning
Teachers’ AI-TPACK
The psycho Package
Local Dependence Indexes for Item Pairs Using Item Response Theory
Conceptualizing AI literacy
TPACK in the age of ChatGPT and Generative AI
User Acceptance of Information Technology
Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education
Gender and attitudes toward technology use
| Citações por ano | 6 |
|---|---|
| Intervalo de citações | 2026 - 2026 (1) |
| Altamente citado | Não |