Teachers’ Digital Competence in Relation to Psychological Well-Being among Higher Education Teachers

Abstract

Digital technologies have been rapidly adopted into higher education resulting in a change of the ways teaching and learning, communication, assessment and academic administration are carried out and therefore teacher's digital competence is emerging as a professional need. At the same time, because of the new problems of using technology in the teaching-learning process, teachers' psychological health might be impacted too. The main objective of the present study is to explore the Teachers' Digital Competence and Psychological well-being among the Higher Educational Teachers of Tripura. From this, the present study aimed to examine teachers digital competences at higher education institutions and their psychological conditions as well as exploring possible connections between these two factors. The study can use a descriptive and correlational research design. The data can be collected from the higher educational teachers of Universities, colleges and other HEIs, the Sesame points of digital competence and mental wellbeing can be selected from the standards with a structured questionnaire on Tripura. Appropriate statistical analysis method descriptive,correlation and regression can be used for data analysis. The study is hypothesized to obtain information regarding the bidirectional relationship between teachers' psychological state, and their digital technology skill levels in effective instruction. The results can guide H.E. institutions to build their digital training, professional development, and institutional support programmes to promote successful technology use and teachers' well-being.