数字化赋能高校网络思政协同育人的作用机理与路径研究——以辽宁理工学院为例

Research on the Mechanism and Path of Digital Empowerment of Collaborative Education in University Network Ideological and Political Education—Taking Liaoning Institute of Science and Technology as an Example

摘要: 随着教育数字化战略的深入推进和人工智能技术的快速发展，数字化赋能已成为高校思想政治教育创新的重要驱动力。本文以辽宁理工学院为案例，综合运用文献研究法、问卷调查法和结构方程模型，深入探讨数字化赋能高校网络思政协同育人的作用机理与实施路径。研究基于技术接受模型、协同治理理论和沉浸式学习理论，构建了“技术赋能–协同机制–育人成效”(TCE)整合分析框架。通过对756份有效问卷的实证分析发现：第一，数字化赋能通过场景重构、空间拓展、资源优化和模式创新四个维度显著影响育人成效，其中“模式创新”效应最强(β = 0.382, p < 0.001)；第二，“主体–内容–平台–评价”四位一体协同机制在技术赋能与育人成效之间发挥显著中介作用，中介效应占比35.6%~42.8%；第三，教师数字素养与学生参与度对育人成效具有正向调节效应。基于研究发现，提出了构建数字化思政育人共同体的五条实施路径。本研究结论适用于同类地方应用型本科高校，未来研究可在不同类型高校中进行验证性研究。

Abstract: With the in-depth advancement of the education digitalization strategy and the rapid development of artificial intelligence technology, digital empowerment has become an important driving force for the innovation of ideological and political education in universities. Taking Liaoning Institute of Science and Technology as a case study, this paper employs literature research, questionnaire surveys, and structural equation modeling to deeply explore the mechanism and implementation paths of digital empowerment in collaborative network ideological and political education. Based on the Technology Acceptance Model, Collaborative Governance Theory, and Immersive Learning Theory, the study constructs a “Technology Empowerment-Collaborative Mechanism-Education Effectiveness” (TCE) integrated analytical framework. Through empirical analysis of 756 valid questionnaires, the study finds: First, digital empowerment significantly impacts education effectiveness through four dimensions: scenario reconstruction, space expansion, resource optimization, and model innovation, with “model innovation” showing the strongest effect (β = 0.382, p < 0.001). Second, the “Subject-Content-Platform-Evaluation” four-in-one collaborative mechanism plays a significant mediating role between technology empowerment and education effectiveness, with the mediating effect accounting for 35.6%~42.8%. Third, teachers’ digital literacy and student engagement have positive moderating effects on education effectiveness. Based on the research findings, five implementation paths for building a digital ideological and political education community are proposed. The conclusions of this study are applicable to similar local application-oriented undergraduate universities, and future research could conduct confirmatory studies in different types of universities.