Abstract
Digital competence is the capacity to apply the knowledge, attitudes, and abilities required to develop, implement, evaluate, and continuously review ICT-supported teaching and learning activities. Since the widespread adoption of Information and Communication Technologies (ICTs) in higher education, teachers must be highly digitally competent and have positive attitudes in order to properly manage their classrooms. The prime aim of the study is to investigate the digital proficiency level of Professors with respect to the level of professional digital competence, pedagogical digital competence and promoting the digital skills of learners with respect to their gender, age, educational qualification and teaching experience. A survey technique was used, involving 91 Professors under stratified random sampling technique with the highest educational qualification as M.Phil and Ph.D with teaching experience from 1-5 and above 16 years .The research instrument comprised 21 (twenty-one) questions, constituting the digital competence of the educators is subdivided into 6 (six) different areas such as Professional Engagement, Technological and digital resources, Teaching and learning, Assessment, Empowering learners and promoting student digital competences. Data analysis involved descriptive statistics through mean and standard deviation and inferential statistics, including t-tests and F test to identify significant differences among the variables. Key findings indicate that that 39.8 % of respondents are at the level of Leader who can be the source of inspiration for others. 35.5 % of the respondents modestly empower the learners digitally. Professional digital competence, pedagogical digital competence and digital skills to empower learners are unbiased based on their educational qualifications. The research findings provide valuable insights among Professorss by highlighting the essential role of these dimensions in improving students’ learning experiences and outcomes. The study recommends that promotion can be achieved through the organization of training programs, effective resource allocation, and the implementation of policy initiatives by both institutions and the government. By adopting these recommendations, stakeholders can play a crucial role in enhancing the quality of education and improving student learning outcomes.
Keywords: Digital competence, empowering learners, professional digital competence, pedagogical digital competence, professional engagement
CITE THIS PAPER
APA Format:
Mirunalini, M., & Komail, V. (2025, June 17). Appraising digital mastery of professors’: Professionally, pedagogically and empowering learners digitally. Journal of Pedagogical Insights & Technological Advancements, 2(1), 183–194. https://jpita.mitc.ac.in/2025/06/17/mirunalini-and-komail/
MLA Format:
Mirunalini, M., and V. Komail. “Appraising Digital Mastery of Professors’: Professionally, Pedagogically and Empowering Learners Digitally.” Journal of Pedagogical Insights & Technological Advancements, vol. 2, no. 1, 2025, pp. 183–194. https://jpita.mitc.ac.in/2025/06/17/mirunalini-and-komail/
Chicago/Turabian Format:
Mirunalini, M., and V. Komail. “Appraising Digital Mastery of Professors’: Professionally, Pedagogically and Empowering Learners Digitally.” Journal of Pedagogical Insights & Technological Advancements 2, no. 1 (2025): 183–194. https://jpita.mitc.ac.in/2025/06/17/mirunalini-and-komail/
Harvard Style:
Mirunalini, M. and Komail, V., 2025. Appraising digital mastery of professors’: Professionally, pedagogically and empowering learners digitally. Journal of Pedagogical Insights & Technological Advancements, 2(1), pp.183–194. Available at: https://jpita.mitc.ac.in/2025/06/17/mirunalini-and-komail/
IEEE Format:
M. Mirunalini and V. Komail, “Appraising digital mastery of professors’: Professionally, pedagogically and empowering learners digitally,” Journal of Pedagogical Insights & Technological Advancements, vol. 2, no. 1, pp. 183–194, 2025. [Online]. Available: https://jpita.mitc.ac.in/2025/06/17/mirunalini-and-komail/