Research on the Status Quo and Improvement Path of Digital Literacy of County Primary and Secondary School Teachers

With the deepening of educational digital transformation, the digital literacy of county-level primary and secondary school teachers has become a critical factor influencing the balanced allocation of educational resources and the improvement of educational quality. This study conducts a systematic review and integration of existing literature and multi-regional empirical survey data to analyze the overall level, structural characteristics, and group differences in digital literacy among county-level teachers, revealing practical challenges in areas such as infrastructure, teacher cognition, and the training system.  Building on this analysis, the study constructs a systematic improvement pathway from four dimensions: policy support, training models, evaluation mechanisms, and resource integration. These findings provide theoretical references and practical paradigms for advancing the digital transformation of county-level education.