Psychometric Properties of the Persian Version of the Digital Competence Scale in the Educational Community (Teachers, Students, and Parents) and for all Educational Levels (Elementary, Secondary and University)

Document Type : Research Paper

Authors

Department of Psychology, Lorestan University, Khorramabad, Iran

10.22098/jsp.2025.18046.6240

Abstract

Objective: The aim of study was to investigate the psychometric properties of the Digital Competence Scale in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran.
Methods & Materials: The method of the present research was factor analysis. The statistical population of the study included all students, parents, and teachers in Kermanshah in the academic year 2024-2025, of which 240 people were selected using convenience sampling method. The research tool was the Digital Competence Scale by Sorina-Alcantara et al. (2025). After collecting the necessary data, analyses were performed at two levels: descriptive (frequency, frequency percentage, mean, standard deviation, skewness, and kurtosis) and inferential (confirmatory factor analysis, Cronbach's alpha coefficient, Pearson correlation, and convergent and divergent validity) using SPSS-27 and AMOS-24 software.
Results: The results of the confirmatory factor analysis showed that the goodness-of-fit indices of the six-factor model were satisfactory and acceptable. The reliability based on Cronbach's alpha coefficient was 0.96 for the entire scale and between 0.80 and 0.93 for the factors. Also, using the AVE index, the condition for convergent validity was met.
Conclusion: Based on the results of the present study, the Digital Competence Scale is a suitable tool with acceptable psychometric properties for measuring digital competence in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran. This scale can be used to accurately assess the digital competence of the target population and implement relevant programs for them.

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Journal of School Psychology
Volume 14, Issue 3
October 2025

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