Document Type : research article
Authors
1
PhD student in Higher Education Management, Azad University, Sari Branch
2
PhD, Assistant Professor, department of management, Sari Branch, Islamic Azad University, Sari, Iran.
3
Assistant Professor, Department of Psychology, Islamic Azad University, Sari Branch
Abstract
Aim: Given the rapid pace of digital transformation in the higher health education system and the critical need for university administrators to play an effective role in this process, this study aimed to design and validate a conceptual model of competency‑based educational planning for developing digital literacy among administrators at medical sciences universities in Mazandaran Province.
Methodology: The research employed a mixed-methods exploratory approach. In the qualitative phase, grounded theory was applied through semi-structured interviews with 12 faculty members, experts, and experienced administrators from universities of medical sciences. In the quantitative phase, 272 managers and faculty members were selected using stratified random sampling and were assessed through an 82-item researcher-made questionnaire. Data analysis in the qualitative phase was conducted using theoretical coding (open, axial, and selective), while in the quantitative phase, confirmatory factor analysis, the Friedman test, and structural equation modeling were used.
Results: The conceptual model for developing the digital literacy of medical university administrators consists of six main dimensions: technical skills, digital literacy, digital management and leadership, critical thinking and data analysis, digital communication and collaboration, and adaptability and continuous learning. The ranking of these dimensions showed that digital management and leadership ranked first with a mean of 3.93, while digital literacy ranked last with a mean of 3.11. Structural equation modeling results indicated a good model fit and demonstrated positive and significant relationships between all dimensions and the development of administrators’ digital literacy.
Conclusions and suggestions: The validated model demonstrates that developing digital literacy among medical sciences administrators requires a multidimensional approach—encompassing technical, informational, ethical, strategic, and data‑driven decision‑making dimensions—with an emphasis on experiential and situated learning. It further recommends that professional development programs be designed with priority given to digital leadership competencies and performance‑based evaluation, while at the policy level, the development of digital infrastructure, fostering a culture of continuous learning, and revising evaluation criteria should be pursued.
Innovation and originality: The novelty of this article lies in presenting the first indigenous and validated model for developing digital literacy among medical sciences administrators using a mixed‑methods approach, which paves the way for strategic planning.
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