Conceptualizing a Framework for Assessing Teachers’ Digital Literacy: A Processual Analysis Model

Abstract

The proliferation of digital devices has made digital literacy a critical ability for teachers in the twenty-first century. However, current paradigms fall short in reflecting the multidimensional character of teachers' digital literacy. This research seeks to address this gap by creating an integrated conceptual framework based on Pettigrew's Processual Analysis Model. Using thematic analysis, the researchers gathered and synthesized data from relevant literature. According to the findings, context, content, and process variables all have an impact on teachers' digital literacy. The debate emphasizes the need to examine these elements together to completely understand and improve digital literacy.