Digital Literacy and Effective Online Communication among Higher Education Teachers: Unravelling 21st Century Technology Skills
DOI:
https://doi.org/10.22159/ijoe.2026v14i3.58409Keywords:
digital literacy, effective online communication, higher education teachers, technology skillsAbstract
The goal of the study was to examine digital literacy and the level of information and communication technology (ICT) use for effective online communication among higher education teachers. The study was conducted among 250 higher education teachers working in
government/aided and unaided institutions located in Sivagangai District, Tamil Nadu. The data were collected using an online digital literacy survey and a questionnaire, and measured the extent of ICT usage for effective online communication. The findings revealed no significant difference in digital literacy or in the extent of ICT use for effective online communication between male and female higher education teachers. However, due to the severe gender imbalance in the sample (38 male, 212 female), these findings should be interpreted as exploratory only.
Regarding institutional type, higher education teachers from unaided institutions showed higher levels of digital literacy and greater ICT use for effective online communication than those from government/aided institutions (p < .01, with moderate effect sizes). The findings
suggest that while gender comparisons require cautious interpretation due to sample limitations, institutional differences are evident. The study highlights the need for strengthened institutional support systems and structured professional development initiatives to enhance digital literacy and effective online communication competencies among higher education teachers.
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