Abstract

This study endeavors to establish a model that encapsulates individual and contextual factors affecting instructors’ ICT literacy in private universities located in Hunan Province, China. The researcher employed a mixed-methods approach, integrating both qualitative and quantitative techniques, through a questionnaire survey administered to 555 instructors from private universities in Hunan Province. The findings reveal the following: 1) The level of instructors’ ICT literacy in private universities within Hunan Province is notably high. 2) Among the individual factors affecting instructors’ ICT literacy are ICT Self-efficacy and ICT Engagement, while contextual factors encompass University ICT Support and ICT Training. 3) The ICT literacy of instructors in private universities in Hunan Province is shaped by the intricate interplay between individual and contextual factors. Based on these insights, the study proposes a comprehensive model that integrates instructors’ ICT literacy with their ICT Self-efficacy, ICT Engagement, as well as the contextual factors of University ICT Support and ICT Training.

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