Development and validation of the Digital Literacy Scale for EFL Teachers (DLS-EFL) in Chinese higher education

Evaluating the digital literacy of English as a Foreign Language (EFL) teachers plays a crucial role in supporting effective, secure, and inclusive digital teaching practices in Chinese higher education. Although digital technologies have become increasingly embedded in EFL instruction, validated measurement instruments that are sensitive to pedagogical contexts remain limited, particularly those tailored to EFL teachers. In response to this need, this study constructs and validates the Digital Literacy Scale for EFL Teachers (DLS-EFL) within the context of Chinese universities, drawing on an integrative theoretical framework that combines the teacher digital literacy framework proposed by the Ministry of Education of China (2022) with the Technological Pedagogical Content Knowledge (TPACK) model. Adopting a quantitative approach, the scale development process encompassed item construction, pilot administration, and psychometric validation using exploratory and confirmatory factor analyses. During the pilot phase, responses from 246 EFL teachers were analyzed through item analysis and EFA, leading to a 15-item instrument demonstrating strong internal consistency (Cronbach’s α = 0.945). The refined scale was then distributed to a larger sample of 388 participants, of whom 361 valid cases were retained following data screening procedures. Confirmatory factor analysis supported a three-dimensional structure and provided evidence of satisfactory reliability and construct validity. Overall, the validated DLS-EFL serves as a robust tool for measuring EFL teachers’ digital literacy and has practical value for guiding teacher professional development, institutional assessment, and policy initiatives aimed at strengthening digital competence in Chinese higher education.