The Relationship Between Teachers’ Digital Literacy Levels and Research Literacy Skills

In the information age, individuals’ ability to access, use, and transfer information is fundamental for personal and professional success. Digital and research literacy are critical skills that strengthen teachers’ professional competencies in contemporary educational processes. This study examines the correlation between teachers’ proficiency in digital literacy and their proficiency in research literacy. A quantitative research approach is utilized, employing a relational survey design. The study sample consists of all subject-area educators who are employed in a central district within the eastern region of Türkiye. A total of 604 teacher participated in the study online Data gathering entails the utilization of a “Personal Information Form” devised by the researchers, in conjunction with the “Digital Literacy Scale” and “Research Literacy Scale,” all of which have undergone meticulous testing to ensure their validity and reliability. According to normality analyses, the data are not normally distributed. Mann-Whitney U, Kruskal-Wallis H tests, Spearman Correlation Analyses were used as analyses The findings reveal substantial disparities in the digital literacy skills of instructor based on demographic parameters including gender, department, age, computer ownership, and daily internet usage time. Likewise, there are differences in instructors’ research literacy skills based on gender, level of education, and ownership of computers. Moreover, a strong positive association is seen between digital literacy and research literacy skills, suggesting that when one ability improves, the other skill also improves. These findings emphasize the importance of addressing digital and research literacy in teachers’ professional development processes.