중등교사의 디지털기술 수용의도, 학습민첩성, 디지털 리터러시, 디지털 역량의 구조적 관계 연구

초록

The purpose of this study was to investigate the structural relationships among secondary school teachers’ intention to adopt digital technology, learning agility, digital literacy, and digital competence, as well as the dual mediating effects of learning agility and digital literacy. Given the pivotal role of teachers’ digital competence in the quality of teaching and learning in modern educational settings, an online survey was conducted involving 300 secondary school teachers in Seoul over a two-week period from 4 to 18 December 2023. The collected data were analyzed to examine these digital competence-related factors. The results indicated that the intention to adopt digital technology positively influenced learning agility and digital competence. Additionally, learning agility was found to positively affect both digital literacy and digital competence. However, the intention to adopt digital technology did not significantly affect digital literacy. Furthermore, the study revealed that the relationship between the intention to adopt digital technology and digital competence was partially mediated by learning agility and digital literacy. Specifically, the digital technology acceptance intention had a significant direct effect on learning agility, not on digital literacy. Nevertheless, the indirect effect was statistically significant, confirming that digital competence is influenced by both direct and indirect effects. The findings of this study suggest that enhancing teachers‘ learning agility and digital literacy competencies is essential for effectively integrating digital technologies into an increasingly information-rich educational environment.

키워드