AI Literacy and Digital Competencies Among Higher Education Faculty: Examining the Relationship with Teaching Effectiveness and Professional Development Readiness

Abstract

Introduction: The rapid advancement of artificial intelligence and digital technologies has created new requirements for faculty professional development in higher education. This study examines connections between AI literacy, digital competencies, institutional support, technological self-efficacy, teaching effectiveness, and professional development readiness.

Objective: To investigate how AI literacy, digital competencies, institutional support, and technological self-efficacy affect professional development readiness among higher education faculty, with teaching effectiveness as a mediating factor.

Method: A cross-sectional survey was conducted with 412 faculty members from various higher education institutions between September 2024 and January 2025. Data were analyzed using PLS-SEM to examine direct effects and mediation relationships.

Results: All four independent variables significantly influenced teaching effectiveness (digital competencies β=0.324, AI literacy β=0.298, technological self-efficacy β=0.203, institutional support β=0.185) and professional development readiness. Teaching effectiveness strongly predicted professional development readiness (β=0.487) and partially mediated all relationships (VAF: 41.7%-50.5%).

Conclusions: Teaching effectiveness serves as a crucial mediating mechanism through which AI literacy, digital competencies, institutional support, and technological self-efficacy enhance faculty professional development readiness. These findings suggest that comprehensive faculty development programs should simultaneously address multiple technological competencies while emphasizing practical teaching applications.