数字化转型背景下高校教师数字素养提升的价值、困境与路径

The Value, Challenges and Pathways for Enhancing Digital Literacy among University Lecturers in the Context of Digital Transformation

摘要: 数字化转型背景下，高校教师数字素养是推动教育数字化、建设高质量教育体系的关键要素。基于此，通过文献分析与政策解读，系统探讨数字时代高校教师数字素养提升的价值意蕴、现实困境与实践路径。研究发现，高校教师数字素养提升的是落实国家教育战略的重要举措、推动高校教育数字化转型的引擎动力、实现教师专业成长的内在驱动、促进教育公平的重要途径。然而，高校教师数字素养提升仍面临制度保障的悬空化、教师主体的能力断层、培训体系的表层化等困境。因此，建议构建“国家–地方–高校”三级联动机制，筑牢制度保障的压舱石；从“被动要求”转向“主动探索”，激活教师主体的内驱力，推行“三维培训模型”，构建培训体系的精准化范式为路径，推动高校教师数字素养的提升。

Abstract: Against the backdrop of digital transformation, the digital literacy of college faculty is a key factor in advancing the digitization of education and building a high-quality education system. Based on this, this study systematically explores the value, practical challenges, and implementation pathways for enhancing the digital literacy of college faculty in the digital age through literature analysis and policy interpretation. The study finds that enhancing the digital literacy of university faculty is a crucial measure for implementing national education strategies, a driving force for advancing the digital transformation of higher education, an intrinsic motivator for faculty professional growth, and an important pathway for promoting educational equity. However, efforts to enhance faculty digital literacy still face challenges such as the lack of institutional safeguards, a skills gap among faculty members, and a superficial training system. Therefore, it is recommended to establish a three-tiered coordination mechanism involving “the national, local, and university levels” to solidify institutional safeguards as a stabilizing force; to shift from “passive compliance” to “active exploration” to activate faculty members’ intrinsic motivation; and to implement a “three-dimensional training model” and establish a targeted training paradigm as pathways to advance the enhancement of university faculty members’ digital literacy.