1.
M. S. Girish Rathod
– Government First Grade College Ayanur, Shimoga, Karnataka, India.
2.
C. K. Harish
– Government First Grade College Ayanur, Shimoga, Karnataka, India.
Abstract
Digital literacy has become a cornerstone of teaching effectiveness in higher education, particularly as digital tools reshape pedagogical practices and student engagement. This article examines how faculty members’ proficiency in digital tools influences their teaching methodologies and student interaction across government, aided, and private colleges affiliated with Mangalore University, Karnataka, India. This comparative study reveals significant disparities in digital competencies, with government faculty leading, followed by private and aided counterparts. Statistical analyses (t-tests, ANOVA) and qualitative insights highlight how these differences affect teaching practices and student outcomes, offering a basis for targeted interventions to enhance educational quality.
Keywords Digital Literacy, Teaching Effectiveness, Higher Education, Faculty Proficiency, Teaching Methodologies, Student Engagement, Institutional Types, Information Literacy
