Validation of DigCompEdu Framework Among Higher Education Lecturers

Abstract

This study validates the DigCompEdu Framework in the context of Chinese higher education by surveying 382 university lecturers from 19 universities in Shandong Province. Using the DigCompEdu Check-In self-assessment questionnaire developed by the European Commission, the study evaluates lecturers’ digital competence across six areas: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Facilitating Learners' Digital Competence. The mean scores indicate an upper medium level of digital competence, with Empowering Learners scoring the highest and Assessment the lowest. To assess the framework’s reliability and validity within this context, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. The results showed high reliability (Cronbach’s Alpha up to 0.954) and satisfactory internal structure validity. The model demonstrated strong explanatory power, particularly in predicting the facilitation of students’ digital competence. These findings suggest DigCompEdu is a valid tool for assessing and improving digital competencies among Chinese HE lecturers, though professional development efforts are still required, especially in data-driven assessment practices.