TEACHERS’ DIGITAL LITERACY AS A CATALYST FOR JOYFUL AND MEANINGFUL TECHNOLOGY-BASED LEARNING

Abstract

The rapid advancement of digital technology demand that teachers possess strong digital literacy skills to create joyful and meaningful learning. This study examines the influence of teachers’ digital literacy on their ability to design technology-assisted joyful and meaningful learning. Using a quantitative approach, data were collected from 16 teachers through questionnaires. Teachers’ digital literacy was assessed across six competency areas, while their self-reported abilities in developing joyful and meaningful technology-based learning were measured using Likert-scale items. The results indicate that teachers demonstrated strong foundational and communication-related digital competencies, particularly in browsing and interacting through digital technologies. However, weaker performance was observed in digital content creation, programming, and cybersecurity awareness. Regression analysis revealed that teachers’ digital literacy significantly influenced their ability to develop both joyful and meaningful technology-based learning, with coefficients of determination (R² = 0.673 and R² = 0.541) indicate that digital literacy explains a substantial proportion of the variance in teachers’ pedagogical competence. These findings underscore the critical role of digital literacy as a key predictor of technology integrated joyful and meaningful learning in education