Teaching in a digital era: Investigating the relationship between digital competence and work engagement among EFL teachers in Türkiye
TL;DR
Examining digital competence as a multidimensional and dynamic professional resource associated with teacher engagement in technology-mediated learning environments underscores the importance of integrated teacher development approaches that simultaneously foster technological competence and professional engagement in digitally-mediated learning environments.
Abstract
This study investigates the relationship between English as a Foreign Language (EFL) teachers’ digital competence and work engagement within technology-mediated instructional contexts. Addressing a gap in the literature, the study draws on the Digital Engagement Competence (DEC) framework as an integrative lens that views digital competence as a key professional resource associated with teacher engagement. A mixed-methods design was employed. Quantitative data were collected from 150 EFL teachers in Türkiye and analyzed using descriptive and correlational statistics, while qualitative data obtained through semi-structured interviews with 10 teachers were examined via thematic analysis. The findings revealed moderate levels of digital competence alongside high levels of work engagement, with a statistically significant positive relationship between the two constructs. Qualitative results further indicated that teachers perceived digital competence as being associated with greater professional confidence, instructional flexibility, and engagement in technology-enhanced teaching environments. The study contributes to the field by examining digital competence as a multidimensional and dynamic professional resource associated with teacher engagement in technology-mediated learning environments. The findings underscore the importance of integrated teacher development approaches that simultaneously foster technological competence and professional engagement in digitally-mediated learning environments.