Administrative Support on Teachers’ Digital Literacy and Work Engagement in Meeting the Challenges of a Private University in Shandong Province
Abstract
Driven by “Digital China” strategy, educational digitization has become a core driver of higher education reform, with private universities grappling with digital transformation and teacher development challenges. This study explores the relationships between administrative staff’s digital literacy, administrative support, and teachers’ work engagement in such institutions. Using a quantitative correlational design, data were collected from 290 full-time teachers at a Chinese private university via a validated questionnaire. The study finds that administrative support is moderately positively correlated with both digital literacy (r=0.44, p
Fields of Study & Subjects
Digital literacy in education
Digital Transformation of Higher Education
Education
Management
Technology
Human Resources
Publication details
- Journal / source
- International Journal of Educational Development
- Volume
- 2
- Issue
- 3
- Pages
- 16–16
- Publication date
- 4 March 2026
- Language
- EN