Identifying the components of teachers’ digital intelligence within the framework of curriculum development

Document Type : Original Article

Authors

1 Faculty Member, Department of Educational Sciences, Islamic Azad University, IslamShahr Branch, Tehran, Iran.

2 M. Student, Faculty of Psychology and Educational Sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran.

3 Bachelor's degree student in Labor and Technology Education, Farhangian University

10.48310/edup.2026.22293.1457

Abstract

In today's world, digital intelligence is recognized as a fundamental skill for improving performance and quality of life, and success in the digital society. The aim of the present study is to identify the components of digital intelligence in teachers. The method of the present study is quantitative in terms of the fundamental objective, and the data analysis method is exploratory factor analysis. The statistical population of the study consists of teachers working in elementary girls’ schools in Baharestan city. The sample size was determined through simple random sampling, and based on the Morgan table, a total of 100 teachers were selected as the research sample. Data were collected using a researcher-made questionnaire. Data analysis was conducted using SPSS version 27. The results of exploratory factor analysis identified 8 digital intelligence factors, including: online image management and privacy awareness, digital skills and use of online tools, trust in sources and the accuracy of online information, security and protection of devices, digital ethics and online responsibilities, online communications and use of social networks, awareness of the dangers and threats of cyberspace, and willingness to use new technologies.

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Main Subjects

Teacher Education Policy
Volume 7, Issue 4
December 2025
Pages 51-72

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History

  • Receive Date: 03 February 2026
  • Revise Date: 22 February 2026
  • Accept Date: 23 February 2026

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