How Demographic Factors Shape the Effectiveness of Digital Literacy Training among Higher Education Lecturers

Year 2026, Issue: Advanced Online Publication, 191 - 212

Novi Trilisiana , Herman Dwi Surjono , Rukiyati Rukiyati , Kwarta Adimphrana

Abstract

Digital literacy is vital for higher education lecturers, yet the effectiveness of training may differ across demographic and contextual factors. This study examines how gender, age, academic rank, and geographic location shape digital literacy training outcomes in Indonesia. Survey data from 1,144 lecturers were analyzed across seven digital literacy modules. Due to non-normal distributions (Kolmogorov-Smirnov, p < 0.001), nonparametric tests (Mann-Whitney U, Kruskal-Wallis H) and PERMANOVA were employed. Gender showed no significant differences in any module (p > 0.05). Age influenced Digital Space, Core Values, Digital Sexual Violence Prevention, and Digital Transformation (p = 0.000 – 0.048), with Millennials performing better in technology-based content. Academic rank significantly affected Digital Space, Digital Sexual Violence Prevention, and Digital Transformation (p = 0.004 – 0.048), where early-career lecturers outperformed senior faculty. Island of residence produced the strongest disparities in multiple modules (p = 0.000 – 0.006). PERMANOVA confirmed the global model as significant (pseudo-F = 1.41, R² = 0.088, p = 0.001), with island (R² = 0.0119) showing the largest effect. Training effectiveness is shaped more by structural and contextual inequalities than by biological demographics. Addressing digital divides requires infrastructure investment, targeted support, and alignment of training design with adult learning principles.

Keywords

Demographic factors , digital literacy , higher education , lecturer performance , learning management system , Indonesian , online training

Ethical Statement

Author/s declare presence of Ethics Statements that needed for ethical conduct of research using human subjects.

Supporting Institution

Ministry of Education, Culture, Research, and Technology and the Directorate General of Higher Education, Research, and Technology

Thanks

The author would like to thank the Ministry of Education, Culture, Research, and Technology and the Directorate General of Higher Education, Research, and Technology for the financial support and sponsorship provided during this research's implementation. The valuable assistance and contributions from these parties are very important in the success of this research and in realizing useful results for developing digital literacy among lecturers in Indonesia. We are also grateful to all lecturers who have participated in this training and provided data to support this research.

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