Digital information skills are prerequisites for success in the information society. Previous research on 21st century skills has shown that digital skills evolve sequentially, building on digital information skills, making them the key to future skills that teachers should acquire and be able to pass on to future generations. In the research on digital skills, shortcomings of bivariate approaches have been widely identified and interest has largely shifted to multivariate methods. However, the development of effective targeted interventions still requires a deeper understanding of the social resources of individuals and the interdependencies of predictors. This study examined the extent to which sociodemographic factors and available resources predict digital information skills and which subgroups emerge as potential targets for interventions, by analysing the interdependence of the predictor variables. The empirical data used in the study consisted of 4988 Finnish teachers' questionnaire responses and performance test results. Utilising the multiple regression analysis, the study found that digital activity and age explain most of the variation in teachers' digital information skills. Their effect was found to be the inverse of each other, with abundant digital activity increasing and age reducing teachers’ mastery of these skills. Digital self-efficacy and in-service training also emerged as promising predictors, highlighting that teachers' information skills are explained more strongly by the available resources than by sociodemographic factors. At the end, the practical significance and recommendations for more targeted interventions as well as for further research are considered on the basis of the results obtained.

数字信息技能是信息社会成功的先决条件。先前对21世纪技能的研究表明，数字技能是在数字信息技能的基础上逐步发展的，使它们成为教师应掌握并能够传给子孙后代的未来技能的关键。在数字技能研究中，已经广泛发现了双变量方法的缺点，并且人们的兴趣已大大转移到了多变量方法上。但是，制定有效的有针对性的干预措施仍需要对个人的社会资源和预测变量之间的相互依赖性有更深入的了解。这项研究调查了社会人口统计学因素和可用资源在多大程度上预测了数字信息技能，以及哪些亚组成为干预的潜在目标，通过分析预测变量的相互依赖性。研究中使用的经验数据包括4988名芬兰教师的问卷调查问卷答复和绩效测试结果。利用多元回归分析，研究发现数字活动和年龄可以解释教师数字信息技能的大部分变化。发现他们的作用是相互相反的，大量的数字活动增加了，年龄下降了，教师对这些技能的掌握程度降低了。数字自我效能感和在职培训也成为有前途的预测指标，突显了教师的信息技能对现有资源的解释比对社会人口统计学因素的解释更为强烈。在最后，