The impact of digital literacy and social presence on teachers’ acceptance of online professional development
Open accessAbstract
The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers’ acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers’ acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers’ engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development.
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The ethical awareness component of AIL helps teachers identify and manage potential risks, reducing uncertainty-related anxiety.
“In addition, the ethical awareness component of AIL helps teachers identify and manage potential risks, reducing uncertainty-related anxiety (Mailizar et al., 2022).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Mailizar et al., 2022
The Digital Literacy and Discussion sections address teachers’ digital literacy and acceptance of online professional development, not AI literacy (AIL) or its ethical-awareness component. Searches for ethical awareness, risk management, uncertainty-related anxiety, and anxiety found no passage supporting the claimed effect. (LLM, conf=0.76)
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“In addition, the ethical awareness component of AIL helps teachers identify and manage potential risks, reducing uncertainty-related anxiety (Mailizar et al., 2022).”
- Authors
- Mailizar, M., Umam, K., & Elisa, E.
- Affiliations
- Universitas Syiah Kuala (ID)
- Corresponding author
- Mailizar, Mailizar
- Venue
- Contemporary Educational Technology
- Publisher
- Bastas Publications
- Published
- 2022-08-10
- Volume
- 14
- Issue
- 4
- Pages
- ep384
- ISSN
- 1309-517X (ISSN-L)
- OpenAlex
- W4292572019
- Cited by
- 25
- References
- 42
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 5 · 2023: 8
- FWCI
- 10.78
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Contemporary Educational Technology (publishedVersion, cc-by)
- Funders
- Universitas Syiah Kuala
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Keywords
- digital literacy, social presence, online professional development, teacher acceptance, continuance intention, technology acceptance model, secondary school teachers, COVID-19 pandemic, online teacher training
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