The relationship between digital literacy levels of faculty and student learning outcomes is implied but not systematically investigated or theoretically modeled.
Research gap analysis derived from 3 education papers in our local library.
The gap
The relationship between digital literacy levels of faculty and student learning outcomes is implied but not systematically investigated or theoretically modeled.
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- El rol del docente universitario en la evaluación del aprendizaje real en tiempos de inteligencia artificial (2026) · doi
Teacher digital competence and institutional regulation are identified as decisive factors, but the specific mechanisms for their development and implementation in higher education contexts remain underexplored.
Keywords: teacher digital competence institutional regulation identified decisive factors specific mechanisms development implementation higher education contexts - The Influence of Principals’ Technological Leadership and Teachers’ Digital Competence on The Readiness For Implementing Coding and Artificial Intelligence-Based Learning in Senior High Schools in Langowan District (2026) · doi
Although teachers' digital competence shows a significant effect, without strong leadership support, teachers' competence alone is not sufficient to drive systemic implementation, indicating need for further investigation of this interaction.
Keywords: teachers competence digital shows significant effect without strong leadership support alone sufficient drive systemic implementation - Digitalization of Educational Process at Modern Universities: Evaluation of Positive and Negative Impact (2026) · doi
The relationship between digital literacy levels of faculty and student learning outcomes is implied but not systematically investigated or theoretically modeled.
Keywords: relationship digital literacy levels faculty student learning outcomes implied systematically investigated theoretically modeled
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