Identification and Validation of Key Digital Literacy Indicators among Faculty Members for Ensuring the Quality of Online Education

The purpose of this study was to identify and validate key indicators of digital literacy among faculty members in ensuring the quality of online education. The research was applied in purpose, mixed-method in nature, and sequential exploratory in design. In the qualitative phase, thematic analysis was conducted with 14 faculty members holding doctoral degrees in Higher Education Management and Distance Education, selected through purposive theoretical sampling. Data were collected via semi-structured interviews and analyzed using three-step coding (open, axial, selective). The quantitative phase employed a descriptive-correlational method involving all 376 faculty members of Mohaghegh Ardabili University in 2025, using a census sampling method. Data were collected through a researcher-made questionnaire based on qualitative findings and analyzed using confirmatory factor analysis within a structural equation modeling (SEM) framework. Overall, the key digital literacy indicators of faculty members for ensuring online education quality were categorized and validated under five components: educational technology, instructional design, information management, effective interaction, and professional ethics. Based on the findings, identifying and validating these indicators can enhance the quality of online education and improve the effectiveness of teaching–learning processes. Integrating these indicators into educational planning can foster faculty professional development and ensure sustainable quality in virtual education.