Digital Self-Efficacy and Its Relationship to the Formation of Digital Learning Identity among University Students
DOI:
https://doi.org/10.35516/Edu.2026.14625Keywords:
Digital self-efficacy, digital learning identity, E-learningAbstract
Objectives: This study aimed to assess digital self-efficacy and digital learning identity among students at Al-Balqa Applied University and to examine the predictive ability of digital learning identity on digital self-efficacy.
Methods: The study adopted a descriptive correlational approach by applying the study scales to a random cluster sample consisting of 1,350 male and female students.
Results: The findings revealed high levels of digital self-efficacy and digital learning identity among students, as well as a statistically significant correlation between them. Digital learning identity contributed to explaining between 31% and 74% of the variance in digital self-efficacy.
Conclusion: There is a statistically significant correlation between the dimensions of digital learning identity and digital self-efficacy. The dimensions of digital learning identity—namely, digital learning identity description, self-awareness in digital learning environments, and sense of belonging to digital learning environments—contributed to predicting the dimensions of digital self-efficacy, including digital information literacy, digital communication and collaboration, digital content management and creation, and digital safety and security. The study recommended promoting digital learning identity and culture, enhancing students’ sense of belonging to the digital community, and conducting further studies on factors influencing digital self-efficacy, such as digital anxiety, prior digital experience, and students’ intrinsic motivation to engage and interact in digital learning environments.
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