This study aims to determine the effectiveness of a targeted professional development program in enhancing two critical competencies for higher education academics in the digital age: e-learning readiness and digital fluency.
This study used a pretest–posttest control group model within a quasi-experimental framework with 46 academics. The experimental group (n = 23) participated in a six-week training program, whereas the control group (n = 23) received no intervention. Data were collected using validated scales for e-learning readiness and digital fluency.
Findings demonstrated that the experimental group experienced considerable gains in both e-learning readiness and digital fluency scores. In contrast, no significant changes were observed in the control group, providing strong evidence of the program’s effectiveness.
Unlike most descriptive studies in the field, this study provides quasi-experimental evidence of program effectiveness regarding professional development interventions. It offers an empirically validated model from a Türkiye higher education context, providing valuable insights for university administrators and policymakers internationally who are facing similar challenges.
