Digital Teaching Competence Evaluation of University Physical Education Teachers under Neutrosophic Triplets Methodology

Abstract

Physical education (PE) has changed because of higher education's digital transition, 
necessitating that university instructors develop and exhibit advanced digital teaching abilities. 
ICT proficiency, digital learning design, interactive multimedia application, assessment 
procedures, feedback delivery, and the incorporation of gamification and collaborative tools are 
some of the key markers of digital competency that this study examines among PE teachers. The 
results of a thorough evaluation framework show that the most important aspects of digital 
competence are the interactive use of multimedia resources and the capacity to create digital 
learning activities. These are followed by digital assessment techniques and ICT proficiency. On 
the other hand, although crucial, platform usage and prompt e-feedback are seen as secondary 
indications. This study uses the Neutrosophic Triplets Methodology to compute the criteria 
weights and ranking the alternatives. The study highlights how crucial it is to strike a balance 
between technology proficiency and pedagogical innovation to guarantee high-quality results in 
physical education. This assessment serves as a guide for enhancing institutional digital 
education tactics, policy creation, and teacher preparation programs.Physical education (PE) has changed because of higher education's digital transition, 
necessitating that university instructors develop and exhibit advanced digital teaching abilities. 
ICT proficiency, digital learning design, interactive multimedia application, assessment 
procedures, feedback delivery, and the incorporation of gamification and collaborative tools are 
some of the key markers of digital competency that this study examines among PE teachers. The 
results of a thorough evaluation framework show that the most important aspects of digital 
competence are the interactive use of multimedia resources and the capacity to create digital 
learning activities. These are followed by digital assessment techniques and ICT proficiency. On 
the other hand, although crucial, platform usage and prompt e-feedback are seen as secondary 
indications. This study uses the Neutrosophic Triplets Methodology to compute the criteria 
weights and ranking the alternatives. The study highlights how crucial it is to strike a balance 
between technology proficiency and pedagogical innovation to guarantee high-quality results in 
physical education. This assessment serves as a guide for enhancing institutional digital 
education tactics, policy creation, and teacher preparation programs.

DOI: 10.5281/zenodo.17015001