Research on the Improvement of Vocational College Teachers' Digital Literacy Oriented to Adaptation of New Quality Productive Forces

Abstract

Driven by scientific and technological innovation, new quality productive forces restructure production factors and promote industrial upgrading. As the main platform for cultivating skilled talents, vocational education depends on teachers’ digital literacy to connect digital education reform and industrial digitalization. Based on social space theory and digital community theory, this paper adopts a three-dimensional framework of “Ought-to-be, Difficult-to-do, Can-do”. It defines teachers’ digital literacy from four dimensions including cognition, practical application, collaborative development and value responsibility, summarizes four features and three levels of competence. At present, the improvement of teachers’ digital literacy is hindered by biased cognition, unbalanced ability and imperfect training system, such as instrumental teaching thought, insufficient advanced adaptive capacity and defective evaluation mechanism. The study puts forward targeted countermeasures including updating educational ideas, carrying out categorized training, optimizing curriculum and evaluation system, and constructing multi-stakeholder collaborative system through school-enterprise cooperation and cross-regional support, so as to match teachers’ digital literacy with the development of new quality productive forces and facilitate industrial transformation supported by vocational education.