Examining the association between digital technology literacy and technology-based teaching design: the mediating effect of technology trust and technological self-efficacy
Xiaoquan Pan
As technology becomes increasingly ubiquitous in education, digital literacy has emerged as a prerequisite for educators aiming to enhance teaching practices through technological integration. However, the psychological mechanisms underpinning the application of digital literacy to pedagogical design require further investigation. This study examined the association between digital literacy and technology-based teaching design among a sample of 408 primary school English teachers in eastern Chin