Resul İLHAN, Oğuz ÇETİN
Journal of Dental Sciences and Education - 2026;4(3):105-118
Aims: This study aimed to examine the digital literacy and computer self-efficacy of faculty members and undergraduate students in dental education and to investigate their associations with demographic and technology-related characteristics. Methods: This cross-sectional survey included 102 undergraduate dental students and all 12 faculty members employed at the institution during the study period. Data were collected using the Personal Information Form, Questionnaire for Determining Prospective Teachers' Digital Literacy Levels, and Computer Self-Efficacy Scale. Descriptive statistics, independent-samples t-tests, Welch's t-test, one-way analysis of variance, non-parametric tests, correlation analyses, and multiple linear regression analyses were performed as appropriate. Results: Male students had higher digital literacy and computer self-efficacy scores than female students, whereas no significant differences were observed between age groups. Personal computer ownership and previous computer-related training were associated with higher scores on both outcomes. In the multivariable analyses, gender, personal computer ownership, and previous computer-related training remained significantly associated with both digital literacy and computer self-efficacy after adjustment for age, grade level, and frequency of internet use. Grade level was not independently associated with either outcome after adjustment. Faculty members had higher digital literacy and computer self-efficacy scores than students. Digital literacy and computer self-efficacy were strongly positively correlated among students, whereas no statistically significant association was identified among faculty members. Conclusion: Digital literacy and computer self-efficacy among dental students were associated with gender, access to a personal computer, and previous computer-related training. These findings support the integration of structured technology-supported learning opportunities into dental education while emphasizing that the observed associations should not be interpreted causally.
