THE IMPACT OF DIGITAL LITERACY SKILLS ON TEACHING CAPACITY AMONG UNIVERITY FACULTY IN BALOCHISTAN

Abstract

This study prevailed the impact of digital literacy skills on teaching capacity among university faculty in Balochistan, Pakistan. Digital literacy impact all over the world is now universal, which effecting the academic environment as well. The study aims to determine the level of digital literacy skills among university faculty assess their teaching capacity, examine the relationship between digital literacy and teaching related practices across selected demographic and institutional characteristics.  A quantitative survey method was used to collect data from university faculty members working in three universities of Quetta Balochistan, Pakistan. University of Balochistan (UOB), Balochistan University of Information Technology, Engineering and Management Science (BUITEMS), and Sardar Bahadur Khan Women’s University (SBK). The study population consisted of 1,430 faculty members. A sample of 312 respondents was determined using Yamane’s formula while 295 completed and valid questionnaires were received yielding an overall response rate of approximately 95%. A structure questionnaire employed to collect information regarding demographics characteristics, technological tool usage, digital literacy skills, teaching capacity, challenges in developing digital literacy skills and the contribution of digital literacy to academic and teaching activities. The reliability analysis showed acceptable internal consistency with Cronbach’s alpha value reaching from .807 to .904 for the major constructs. The finding show that university faculty generally possess moderate to high level of digital literacy skills and demonstrate positive perceptions regarding their teaching capacity. The finding further indicate that digital literacy skills contribute positively to teaching related activates. However some challenges where identified particularly limited access to reliable internet variations in institutional support and difference in opportunities for developing digital competencies. Overall, the study conclude that digital literacy is an important component of contemporary teaching capacity in higher education. Continuous professional training accessible technical support reliable internet connectivity updated digital resources and collaborative opportunities among faculty members are recommended to strengthen digital competencies and improve technology enhance teaching practices in universities of Balochistan.