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Advances in Social Sciences Research Journal – Vol. 12, No. 2
Publication Date: February 25, 2025
DOI:10.14738/assrj.122.18278.
Alajmi, H. A. S. Z. M., Ab Jalil, H., & Ismail, S. (2025). A Conceptual Framework for Online Credential Adoption: The Role of Digital
Capabilities and Self-Efficacy in Higher Education. Advances in Social Sciences Research Journal, 12(2). 51-65.
Services for Science and Education – United Kingdom
A Conceptual Framework for Online Credential Adoption: The
Role of Digital Capabilities and Self-Efficacy in Higher Education
Hamad A S Z M Alajmi
Faculty of Educational Studies, Universiti Putra Malaysia
Habibah binti Ab Jalil
Faculty of Educational Studies, Universiti Putra Malaysia
Suriani binti Ismail
Faculty of Educational Studies, Universiti Putra Malaysia
ABSTRACT
This paper presents a conceptual framework examining the relationship between
digital capabilities, self-efficacy, and online credential adoption in higher
education, with a particular focus on faculty development. In the context of Kuwait’s
evolving education landscape, the study highlights the critical role of digital
capabilities such as ICT proficiency, digital collaboration, and information literacy
in fostering faculty readiness for integrating online credentials. The framework
also underscores the importance of self-efficacy as a mediating variable, shaping
faculty attitudes and mitigating concerns toward the adoption of digital credentials.
Addressing a notable gap in the literature, this study explores how self-efficacy
enhances the impact of digital capabilities on faculty confidence, ultimately
facilitating the successful adoption of online credentials. By integrating the
Teaching Staff Digital Capability Framework and the Concerns-Based Adoption
Model (CBAM), the paper provides a comprehensive analysis of the adoption
process. The research offers practical implications for higher education
institutions, policymakers, and faculty development programs, with a focus on
enhancing digital competencies and promoting self-efficacy to support the digital
transformation of education.
Keywords: Online Credential Adoption, Digital Capabilities, Self-Efficacy, Higher
Education.
INTRODUCTION
Higher education institutions have been greatly impacted by the rapid evolution of digital
technologies which has introduced new possibilities, models and opportunities to teaching and
learning. One of these innovations is online credentials (micro-credentials, digital badges and
certificates) that have to provide, to some extent the proof for skills and competencies through
an accessible way with being flexible on time and place [1]. These certifications meet rising
need of developmentally focused continuous learning and a lifelong education, so that learners
are able to obtain specific skillsets related requirement by organization and personal career
needs [2]. Online credentials change what and how academics teach, and where students want
to learn. In order for these credentials to be widely utilized by higher education institutions,
faculty like those who are completing this course will need the digital skills and the capacity to
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 02, February-2025
Services for Science and Education – United Kingdom
effectively engage with however these technologies develop [3, 4]. Faculty members are
required to possess digital competencies such as ICT skills, information literacy and digital
collaboration in order to use digital platforms, generate and curate online content, participate
in virtual environments [5, 6]. While competency models improve instruction, they also make
it easier for online credentials to be woven into the curriculum and enhance education.
Faculty self-efficacy, which refers to the belief of an individual in his own ability to perform
specific tasks, affects faculty attitudes toward adopting technology [7-9]. Faculty with high self- efficacy will probably be more open to new technologies [10, 11], navigate technological
complexity better and implement online credentials in their teaching practices. On the other
hand, low self-efficacy has been described as a cause of resistance and reluctance thereby
impeding uptake and diluting what online credentials can offer not only to educators in delivery
and to learners in attainment [12].
A recognized need exists to understand the ways in which digital capabilities and self-efficacy
can inform faculty concerns and attitudes regarding the adoption of online credentials in higher
education [9, 13, 14], yet research into these areas remains limited. The focus of existing
literature has largely been on the advantages to learners from online credentials, paying little
attention to the criticality of faculty in this regard [15]. Although numerous studies have
underscored the need to foster educators' digital skills [1, 16], none investigated the
interrelation among digital competencies and faculty self-efficacy as well as their apprehension
with adopting online credentials. Enhancing investment in education acknowledges the
importance of essential soft skills, yet bolstering training and development can support
educators to improve within their profession as is still widely perceived [17]; this holds true
even in the context of Kuwaiti higher education which may be experiencing a nascent period
related to moving toward online credentials that may place faculty at odds with digital
awareness near-support. In this region, cultural, technological and infrastructural factors
typically influence faculty perceptions and readiness we are unable to comment on the ability
of this MOOC or online credentials in general to seamlessly become an integrated part of
existing Higher education scenarios [18]. Thus, what is required is a holistic model that
addresses these components and helps institutions to guide their faculty in the adoption of
online credentials.
The current study aims to develop a conceptual framework for mapping the digital capabilities
and self-efficacy model for promoting online credential adoption through higher education in
Kuwait. This research will contribute to knowledge about how digital capabilities enable faculty
members' incorporation of online credentials into teaching, and what role self-efficacy plays in
mitigating adoption concerns that affect the attitudes and behaviors of faculties. This
framework will not only contribute to theoretical developments, but also provide
recommendations for practice, helping higher education institutions support faculty
development and improve adoption of online credentials. This study contributes to the
literature of technology adoption in higher education by filling a gap in research focusing on
faculty, who will be instrumental for how effectively online credentials can be integrated [11,
19]. These results reinforce the need for faculty development programs promoting both
technical skills and confidence in using digital tools. There is a very specific context here when
considering this for universities in Kuwait or other similar contexts where the use of digital
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Alajmi, H. A. S. Z. M., Ab Jalil, H., & Ismail, S. (2025). A Conceptual Framework for Online Credential Adoption: The Role of Digital Capabilities and
Self-Efficacy in Higher Education. Advances in Social Sciences Research Journal, 12(2). 51-65.
URL: http://dx.doi.org/10.14738/assrj.122.18278
learning through online platforms is not as established and support from faculty is often
necessary to drive change.
THEORETICAL FOUNDATIONS
Digital Capabilities
Digital capabilities are a complex of competencies needed to interact successfully with
technology in educational contexts All three of these items (ICT proficiency, digital creation and
digital collaboration) are inherent internal to online credentialing in higher education. ICT
capability is when someone can execute numerous tasks electronically, such as communication
and data analysis, in a way that frees them from needing to rely on the manual completion of
work. It is a basic teacher skill in his/her trials with more virtual educational settings,
progressed online certificate integration into their curriculum [3, 20]. Digital creation is using
technology to innovate and come out with digital products in such a way that these potential
resources for the well-being of students can be utilized by educators as online learning
materials that would help both learners’ engagement and enhanced learning outcome [21-23].
Finally, digital collaboration in higher education highlights the work undertaken by educators
inside digital spaces and how they collaborate across platforms to enhance learning
experiences and sustain academic community connections [24, 25]. Much of the educational
research highlights the relationship between digital capabilities and technology adoption.
Faculty high on digital proficiency are motivated to use and practice with such tools in their
teaching, skills; therefore, they can easily accept the use of technological modes like online
credentials [15]. Second, digital competences play a helpful role in the preparation and
adaptability of educators to new educational technology, which is necessary for fostering
innovation at universities [8]. This implies that up-scaling of the digital capabilities among the
faculty in higher educational institutions is a necessary step towards institutional adoption of
online credentialing systems, thereby promoting lifelong learning and professional
development [26].
Self-Efficacy
The term of self-efficacy attributed to Bandura and Wessels [27], relates to the belief an
individual holds in the capacity of being able to perform actions required for attaining goals.
Self-efficacy is a major predictor of whether faculty believe they can use new technologies in
their teaching. Educators with higher self-efficacy were more likely to adopt and use online
badges, as they have higher confidence in their ability to operate and apply these features [28].
Professionals with high self-efficacy may more easily embrace new tools and change the way
they work as a consequence of fewer barriers, which in turn facilitates the release of
technologies; while professionals who report low levels of technological competence fear to
experience failure or inadequacy in construct mastery, leading to slower progress at joining
digital learning tools within an institution. Interested in how self-evaluative beliefs are formed,
Bandura and Wessels [27] writes that mastery experiences or performance outcomes
contribute most to the development of a strong sense of efficacy [27]. Therefore, in the realm
of online credentials, educators who are comfortable using different digital platforms would
typically be more open to embracing the online credentialing systems [7]. In addition, faculty
who witness the successful uptake of these technologies by their peers may experience
vicarious learning leading to increased self-efficacy [29]. Increased technology self-efficacy
encourages the use of technology and innovation, as teachers who are confident will be more
likely to experiment with new tools and pedagogical approaches [6, 30].