University Teachers’ Digital Competence and AI Literacy. Moderating Role of Gender, Age, Experience, and Discipline
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Date
2025
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Citation
Dringó-Horváth Ida, Rajki Zoltán, T. Nagy Judit: University Teachers’ Digital Competence and AI Literacy. Moderating Role of Gender, Age, Experience, and Discipline. Education Sciences, 2025. 15(7), 868-887.
Abstract
The present research aims to contribute to the effective development of AI literacy and thus to its proper educational integration by investigating (i) the relationship between teachers’ AI literacy and digital competence and (ii) whether this relationship varies by gender, discipline, age, and teaching experience. This is the first large-sample study in Hungary to comprehensively analyze such relationships, based on a representative sample of 1103 teachers from 13 fields of education. After a theoretical grounding and literature review, the study describes the research methodology, analyzes the empirical results, and concludes. The research contributes to the AI literacy literature by providing
empirical evidence from a previously understudied population—Hungarian university teachers—and by refining the understanding of the role of digital competence in the context of technological transformation. The findings highlight that the development of AI literacy does not require a one-size-fits-all approach but rather strategies tailored to the specific needs of target groups (e.g., gender, scientific fields, and experience levels).
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Keywords
AI literacy, digital competence, higher education