Post-COVID Professional Digital Competence in Higher Education
Operational Strengths, Pedagogical Gaps, and Persistent Barriers among University Teachers in Islamabad
Authors
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Misbah Shafait Abbasi
Zhejiang Normal University
https://orcid.org/0009-0000-6154-7200
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Yu Rong
Zhejiang Nornal University
https://orcid.org/0009-0004-8007-9202
DOI:
https://doi.org/10.56741/IISTR.jetia.002500
Keywords:
Digital Competence, Higher Education, Post-Covid Teaching, Professional Development, Virtual Learning Environment
Abstract
Post-COVID higher education requires educators who can integrate digital technologies pedagogically, not merely operate them. This cross-sectional study assessed self-reported professional digital competence and perceived barriers among 242 teachers at Quaid-i-Azam University, Islamabad. Strongest reported domains were digital communication (96%), file and cloud management (92%), ICT-supported assessment (84.3%), and general digital-tool use (83.3%), whereas virtual learning environment use (32%) and advanced information retrieval (56%) were weaker. Infrastructure, technology quality, time and cost, online materials, and feedback remained major barriers. The findings support a shift from basic tool training toward pedagogical integration, VLE-based course design, digital assessment, information literacy, and sustained institutional support.
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