Digital Competence and Anxiety in Thai University English Education: Impacts on Teachers and Students

Abstract

This study explored the levels of digital competence and digital anxiety among 25 teachers and 40 students in a Thai university, examining their relationship and impact on digital identities and the quality of online English language education. Guided by Complexity Theory, a mixed-methods approach was adopted, combining quantitative questionnaires with qualitative semi-structured interviews and focus-group discussions. Results indicated significant differences in digital competence and anxiety across generational and academic groups. Younger teachers and senior students showed higher digital competence and lower digital anxiety. Additionally, a significant negative correlation between digital competence and anxiety was observed, suggesting that higher digital competence reduces anxiety. Thematic analysis further revealed that higher digital competence promotes cohesive and confident digital identities, while higher anxiety contributed to fragmented identities. These findings emphasize the importance of enhancing digital literacy and providing psychological support to improve educational outcomes. The study advocates for comprehensive digital literacy programs tailored to different generational and academic groups. Future research should involve larger, more diverse samples, consider additional variables, and explore strategies to enhance digital competence and reduce anxiety. This research offers insights into the complex interplay between digital competence, anxiety, and identity in educational contexts.