Growing in organisations: The multifaceted effects of organisational support on teachers' digital literacy

Abstract Although global education policies increasingly emphasise the importance of teachers' digital literacy, there is still limited understanding of how to effectively enhance their digital competencies, particularly within organisational contexts. This study analyses a sample of teachers from PISA 2022 ( N = 68,054) using hierarchical linear regression and structural equation modelling to investigate the complex relationship between organisational support and teachers' digital literacy. The findings reveal that teachers' overall digital literacy is moderate, with relatively strong performance in using digital technologies to improve teaching effectiveness. However, areas such as educational interaction and feedback still require improvement. Multiple models confirm that organisational support positively influences teachers' digital literacy, reinforcing its critical role in professional development. Theoretically, this study expands the application of organisational support theory in education, providing valuable insights for advancing digital education. From a practical perspective, the results suggest that policymakers and educational leaders should ensure adequate organisational support, offer diverse digital training and assessment programmes, establish open digital communication platforms and reduce the digital divide between younger and more experienced teachers.