Author(s)

Wei Tang ^1,2, Qiang Fu ³, Zimao Chen ⁴, Qiulan Zhao ^1,2

Affiliation(s)

¹ School of Accounting and Finance, Shaanxi Business College, Xi'an, Shaanxi, China
² School of Accounting and Finance, The Open University of Shaanxi, Xi'an, Shaanxi, China
³ Business School, Xi'an International Studies University, Xi'an, Shaanxi, China
⁴ Physical Education School, Shaanxi Normal University, Xi'an, Shaanxi, China

Corresponding Author

Zimao Chen

ABSTRACT

In the context of digital transformation of education as a key component of national digital strategy and high-quality education development, it is of great importance to enhance teachers' digital competence. This study focuses on college teachers, with the construction of their digital competency evaluation index system and promotion path as the core, and aims to clarify the connotation of digital competency of college teachers, the construction of evaluation index system, the effect of empirical test and the promotion path. Through literature review, it is found that most of the existing research on teachers' digital competence is based on the perspective of teachers in primary and secondary schools or vocational colleges, with macro content and single method. At present, college teachers lack knowledge of digital technology and have a shallow understanding of cutting-edge technologies such as artificial intelligence, big data and block-chain applications, which is difficult to use in teaching. The digital teaching method is obsolete, the traditional teaching method dominates, the online design is not good, and the new methods are difficult to integrate; The development of digital resources is weak, originality is poor, multimedia integration is weak, and experience in online course development is lacking. Professional training support is insufficient, school training is not targeted, single way and follow-up guidance is absent, and social training is expensive and difficult to achieve. To this end, the author puts forward some countermeasures: learn from the experience of European Union and improve the digital competence standard of teachers according to the actual situation of Chinese education; According to DigCompEdu model, build people-oriented, hierarchical and advanced training system, integrate new technology to create an integrated platform; Comprehensive design standards, covering the construction of hierarchical training, multi-dimensional evaluation, incentive, communication platform and strengthening school security; Develop standards-based self-assessment tools to empower teachers by referring to "teacher selfie", so as to improve their digital competence, adapt to the needs of education informatization 2.0 era, and promote the high-quality development of colleges and universities.

KEYWORDS

Teachers Digital Competence, Existing Problem, Coping Strategy

CITE THIS PAPER

Wei Tang, Qiang Fu, Zimao Chen, Qiulan Zhao, Research on the Existing Problems and Coping Strategies of Teachers' Digital Competence. Adult and Higher Education (2025) Vol. 7: 107-116. DOI: http://dx.doi.org/10.23977/aduhe.2025.070216.

REFERENCES

[1] Tang W, Song Q, Huang X. Implementation Status and Optimization Strategy of the Integration of Budget and Performance Management in Colleges and Universities[J]. Accounting and Corporate Management, 2024, 6(3): 1-10.
[2] Tang W, Song Q, Huang X. The Open University Comprehensive Budget Performance Management Research Integrating Quality Management Cycle and Balanced Scorecard[J]. Accounting, Auditing and Finance, 2024, 5(1): 121-130.
[3] Tang W, Wang Y, Song Q, et al. Research on the Development Path of Undergraduate Vocational Education in Ethnic Areas[J]. Advances in Vocational and Technical Education, 2023, 5(11): 147-156.
[4] Tang W, Song Q, Zhang J. Research on the Ideological and Political Teaching Strategy of "Primary Accounting Practice" Course[J]. Adult and Higher Education, 2023, 5(8): 86-95.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education