Guidelines for Developing Digital Literacy For Department of Administrative Personnel at the Institute Dermatology

Abstract

           The purposes of this study were to (1) the level of self-assessment on nine aspects of digital literacy skills; (2) the needs for developing essential skills of personnel; and (3) utilizing the findings to design and establish appropriate skill development guidelines.

            This study was a mixed-methods approach. The study participants were divided into two groups: (1) for the qualitative study, key informants were selected using purposive sampling based on their roles as policymakers and supervisors of digital skill development indicators, including five executives and department heads using semi-structured questionnaires; and (2) for the quantitative study, the sample consisted of 30 civil servants and government employees working in administrative tasks at the Institute of Dermatology, selected using Krejcie and Morgan’s formula and convenience sampling. Quantitative data was collected via online questionnaires and analyzed using statistical methods such as percentage, mean, standard deviation, T-test, and one-way ANOVA.

              The study revealed that (1) the overall self-assessment levels of digital literacy skills across the nine areas were high. In comparing the self-assessment levels, there were no significant differences in digital literacy skills across age, job positions, and job characteristics. However, significant differences were found based on educational level and work experience at the 0.05 significance level ; (2) Most participants expressed a high level of need for upskilling, reskilling, and skill transformation.; (3) The proposed framework is based on the 70:20:10 learning model and hybrid development strategies.