The present study is qualitative in nature and based on expert perspectives, aiming to develop a model for faculty members’ digital literacy. To collect research data, semi-structured interviews were used. In this regard, to identify the dimensions and components of digital literacy competencies among faculty members at Allameh Tabataba’i University, academic experts and faculty members familiar with digital literacy at Allameh Tabataba’i University in Tehran were considered as the study population. Sampling was based on theoretical data saturation and included 16 participants. The qualitative data were analyzed according to the general principles of Strauss and Corbin (1998), which involved three stages of open coding, axial coding, and selective coding.

The findings revealed that the digital literacy competency model for faculty members at Allameh Tabataba’i University in Tehran Province is influenced by causal conditions (teaching and learning activities, human resource development, and organizational support and management), contextual factors (technical and technological infrastructures, the structure and policy of higher education, and legal and ethical factors), and strategies (micro, meso, and macro levels). Environmental conditions (environmental potentials and challenges, political and economic factors) in turn affect the strategies. Ultimately, under the influence of the digital literacy competency model for faculty members at Allameh Tabataba’i University in Tehran Province, individual outcomes, efficiency and effectiveness, and responsiveness to society are achieved. Universities and higher education institutions can utilize the findings of this study to enhance and prioritize digital literacy competencies among faculty members. Furthermore, this study provides practical insights for institutional policymakers aiming to strengthen the transformation of digital competencies in teaching and learning.