The Role of Faculty’s Emotion Regulation Abilities and Techno-Eustress in Cultivating Digital Teaching Competence

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Building Critical Professional Learning Communities: Educator Development, Emotional Well-Being, and Digital Competence (Table 13)

Abstract

Digital transformation in higher education institutions promotes equitable education. As the higher education content provider, faculty should develop digital teaching competence to use digital technologies effectively. However, limited research has investigated how to facilitate faculty’s digital teaching competence from an emotional perspective. This research filled this gap by linking faculty’s emotion regulation abilities and techno-eustress with digital teaching competence. Using data from 336 Chinese faculty, this research adopted the partial least squares structural equation modeling method (PLS-SEM) for analysis. Results showed that faculty’s emotion regulation abilities and techno-eustress positively predict digital teaching competence; faculty’s techno-eustress moderates emotion regulation abilities and digital teaching competence. This research provides practical implications for cultivating the faculty’s digital teaching competence.

Authors

• Xiaochen Lin, University of Liverpool

• Qian Wang, Xi'an Jiaotong-Liverpool University

• Maria Limniou, University of Liverpool

• Jeong Jin Yu, Xi'an Jiaotong-Liverpool University

• Haibo Gu, Soochow University