Sociology

Pedagogy

Electronic learning

Mathematics education

Psychology

Educational technology

Technology integration

Technological literacy

Technology Pedagogy and Education

The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers' digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers' digital competences and TPACK are discussed.

Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers