ABSTRACT

Purpose. Digital transformation in higher education has emphasized upon the importance of digital literacy for teachers’ professional development by intermingling the need for Internet self-efficacy. This study investigates the impact of digital literacy and Internet self-efficacy on teachers’ professional development of university teachers. Methodology. Based on the theory of connectivism, a questionnaire survey method was adopted. A total of 534 valid questionnaires were collected from five universities in Jiangsu, China through purposive sampling. The proposed research model was validated using structural equation modeling. Results. The results indicate that digital literacy and Internet self-efficacy have a notable positive impact on teachers’ professional development, with Internet self-efficacy acting as a mediator in the relationship between digital literacy and professional development. Implications for theory and practice. This study deepens the understanding of the learning theory of connectivism in the context of teachers’ professional development. The findings provide crucial insights into how digital literacy and Internet self-efficacy can be integrated into teachers’ professional development to enhance its efficiency.