Development Status and Improvement Pathways of Digital Literacy among Teachers in Ethnic Regions:An Empirical Analysis Based on Teacher Samples from 9 Cities in Guangxi
This study adopts questionnaire surveys and in-depth interviews to systematically assess the digital literacy of 3,588 teachers at the basic education stage in nine cities of the Guangxi Zhuang Autonomous Region,encompassing five core dimensions:digital awareness,digital technology knowledge and skills,digital teaching application capability,digital security and social responsibility,and digital professional development.The research results indicate that the overall digital literacy of basic education teachers in Guangxi is positive,yet the development is unbalanced.Further analysis reveals that teachers'digital literacy decreases with increasing time of teaching experience.Despite the gap in educational resources between urban and rural areas in the digital age is narrowing,this imbalance still significantly affects teachers'digital literacy.According to the research findings,the article makes following suggestions:improve the teacher training system to meet the needs of the digital age;innovate the teaching research system,enhance teachers'digital teaching ability;smooth the digital resource platform channel to ensure the fairness and accessibility of educational resources;build a cultural symbiotic educational environment to promote the balanced and comprehensive development of teachers'digital literacy.
ethnic regionsteacher educationdigital literacyteacher professional developmenturban-rural disparity in digital resources
NETL
NSTL
万方数据
