AI-TPACK框架下高校外语教师数字素养:现状、问题与对策OA

Enhancing the digital literacy of university foreign language teachers constitutes both an inherent demand for adapting to educational transformation in the information age and a pivotal factor in optimizing teaching quality and efficacy.Grounded in the AI-TPACK theoretical framework,this study conducted a mixed-methods investigation incorporating questionnaires,teacher interviews,classroom observations,and teaching journal analysis to assess the digital literacy of foreign language instructors in higher education.The findings revealed that:Artificial Intelligence Technological Knowledge(AI-TK)among participants remained underdeveloped;Integrated components(AI-TPK,AI-TCK,AI-PCK)collectively demonstrated a relatively high overall level of digital literacy;Significant disparities emerged across institutions,primarily driven by the interplay of multidimensional factors,including individual traits and institutional environments.Based on these insights,targeted practical strategies were proposed to address identified gaps and foster sustainable development in digital competency.