Improving Teachers’ Digital Competence at Nanjing Xiaozhuang University

Zihan Yang; Pattama Yimsakul

doi:10.63944/yrms04.NHE

Improving Teachers’ Digital Competence at Nanjing Xiaozhuang University

Zihan Yang (作者)

Faculty of Education, Dhonburi Rajabhat University

Pattama Yimsakul (通讯作者)

Faculty of Education, Dhonburi Rajabhat University

DOI：https://doi.org/10.63944/yrms04.NHE

关键词：

Teachers’ Digital Competence, DigCompEdu Framework, Priority Needs, Higher Education

已出版

2026-10-10

摘要: The research objectives were 1) to analyse teachers’ current and expected levels of digital competence and identify priority areas for improvement, 2) to explore approaches for improving teachers’ digital competence at Nanjing Xiaozhuang University. The study employed an explanatory sequential mixed-methods design. The quantitative sample comprised 147 full-time teachers selected through simple random sampling from a population of 238. The qualitative phase involved nine experts who participated in a focus group discussion. The instruments included a 44-item questionnaire covering 22 competences across the six DigCompEdu areas and a focus group discussion protocol. Quantitative data were analysed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index. Qualitative data were analysed through content analysis. The findings revealed that 1) the overall current level of teachers’ digital competence was moderate (Mean = 3.34, S.D. = 0.49), whereas the overall expected level was high (Mean = 4.45, S.D. = 0.29). Assessment had the highest priority need (PNI modified = 0.473), followed by Facilitating Learners’ Digital Competence (0.453) and Empowering Learners (0.403); 2) four proposed approaches were identified: strengthening digital assessment competence, facilitating students’ digital competence, advancing learner-centred digital teaching, and establishing institutional support for sustainable development. These approaches were integrated into an evidence-informed framework for future professional development.

参考文献

[1] Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. DOI: https://doi.org/10.1007/s11423-020-09767-4
[2] UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3). UNESCO, 12–18.
[3] Ministry of Education of the People’s Republic of China. (2022). Digital literacy of teachers (JY/T 0646—2022) [Education industry standard]. Ministry of Education of the People’s Republic of China.
[4] Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 1–14. DOI: https://doi.org/10.1016/j.compedu.2021.104212
[5] Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.; EUR 28775 EN). Publications Office of the European Union, 1–95.
[6] Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D., & Kral, M. (2023). The HeDiCom framework: Higher education teachers’ digital competencies for the future. Educational Technology Research and Development, 71(1), 33–53. DOI: https://doi.org/10.1007/s11423-023-10193-5
[7] Cabero-Almenara, J., Gutiérrez-Castillo, J.-J., Barroso-Osuna, J., & Rodríguez-Palacios, A. (2023). Digital teaching competence according to the DigCompEdu framework: Comparative study in different Latin American universities. Journal of New Approaches in Educational Research, 12(2), 276–291. DOI: https://doi.org/10.7821/naer.2023.7.1452
[8] Fernández-Morante, C., Cebreiro López, B., Casal-Otero, L., & Mareque León, F. (2023). Teachers’ digital competence: The case of the university system of Galicia. Journal of New Approaches in Educational Research, 12(1), 62–76. DOI: https://doi.org/10.7821/naer.2023.1.1139
[9] Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 1–17. DOI: https://doi.org/10.1016/j.compedu.2020.104052
[10] Singun, A. J. (2025). Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review. Discover Education, 4, 1–41. DOI: https://doi.org/10.1007/s44217-025-00430-9
[11] Ahadi, A., Bower, M., Lai, J., Singh, A., & Garrett, M. (2024). Evaluation of teacher professional learning workshops on the use of technology: A systematic review. Professional Development in Education, 50(1), 221–237. DOI: https://doi.org/10.1080/19415257.2021.2011773
[12] Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. In Proceedings of the 11th International Conference on Computer Supported Education, 1, 541–548. DOI: https://doi.org/10.5220/0007679005410548
[13] Zhang, X., Sazalli, N. A. H., & Miskam, N. N. (2024). Improving teachers’ digital competence in higher education: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 13(1), 967–979. DOI: https://doi.org/10.6007/IJARPED/v13-i1/20560
[14] Ifenthaler, D., & Yau, J. Y.-K. (2020). Utilising learning analytics to support study success in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1961–1990. DOI: https://doi.org/10.1007/s11423-020-09788-z
[15] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. DOI: https://doi.org/10.1177/001316447003000308
[16] Srisa-ard, B. (2002). Introduction to research (7th ed.). Suweeriyasan.

Improving Teachers’ Digital Competence at Nanjing Xiaozhuang University

如何引用