Artificial Intelligence – Driven Innovation Mechanisms for Developing Digital Literacy in Higher Education Teachers
Main Article Content
Abstract
This study explores artificial intelligence-driven innovation mechanisms for developing digital literacy among higher education teachers. By constructing personalized learning pathways and an intelligent intervention model, a 12-week experimental study is conducted to compare digital literacy changes between an experimental group and a control group. The model evaluates teachers’ digital literacy through multiple dimensions, including digital cognition, technical application, human-AI collaboration, and digital ethics, and uses AI-supported diagnosis, recommendation, task training, and feedback iteration to support differentiated development. The results show that teachers in the experimental group significantly outperform those in the control group in overall digital literacy, multidimensional improvement, and learning-pathway alignment. Gains in digital cognition and human-AI collaboration are particularly pronounced. The experimental group achieves a 20.2-point increase in digital literacy, while the control group increases by 6.0 points, confirming the advantages of the AI-empowered approach. This study provides a theoretical framework and practical pathway for cultivating teachers’ digital literacy in higher education under educational digital transformation.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
R. V. M. Gowda, “Education 5.0: Evolution of promising digital technologies–A comprehensive review,” International Journal of Advanced Science and Engineering, vol. 10, no. 2, pp. 3422-3448. doi 10.29294/IJASE.10.2.2023.3422-3448, 2023.
Z. J. Jin, J. Fang, and X. Chen, “The impact of teachers’ digital literacy on digital teaching competence: The chain mediating role of technology acceptance and psychological resilience,” Journal of Teacher Education Research, vol. 37, no. 5, pp. 58-66, 2025, doi: 10.13445/j.cnki.t.e.r.2025.05.004.
F. Li, “Content framework and pathway selection for teacher digital literacy development,” China Distance Education, vol. 45, no. 9, pp. 74-88, 2025, doi: 10.13541/j.cnki.chinade.2025.09.005.
C. Zhou, H. Y. Yang, J. P. Li, and M. Chen, “Evolutionary pathways and multi-level influencing mechanisms of teachers’ digital literacy: An empirical analysis based on five-year large-scale data,” China Educational Technology, no. 9, pp. 115-125, 2025.
Y. Zhu, “Teachers’ digital literacy and its improvement under the national digital education strategy,” Teaching and Management, no. S1, pp. 50-54, 2025.
J. Park, T. W. Teo, A. Teo, J. Chang, J. S. Huang, and S. Koo, “Integrating artificial intelligence into science lessons: Teachers’ experiences and views,” International Journal of STEM Education, vol. 10, no. 1, pp. 61, 2023, doi: 10.1186/s40594-023-00454-3.
I. Celik, M. Dindar, H. Muukkonen, and S. Järvelä, “The promises and challenges of artificial intelligence for teachers: A systematic review of research,” TechTrends, vol. 66, no. 4, pp. 616-630, 2022, doi: 10.1007/s11528-022-00715-y.
T. L. Z. Sun and L. Zhang, “Technological accessibility and educational possibility: Chinese insights into AI education applications from DeepSeek,” China Distance Education, vol. 45, no. 12, pp. 13-25, 2025, doi: 10.13541/j.cnki.chinade.2025.12.002.
S. Wu, F. H. An, and R. J. Zhang, “Boundaries and collaborative mechanisms of artificial intelligence empowering education from a functionalist perspective,” Theory and Practice of Education, vol. 45, no. 34, pp. 25-30, 2025.
S. Zulfiqar, B. Sarwar, C. Huo, X. Zhao, and H. Mahasbi, “AI-powered education: Driving entrepreneurial spirit among university students,” The International Journal of Management Education, vol. 23, no. 2, Art. no. 101106, 2025, doi: 10.1016/j.ijme.2024.101106.
S. Thapa and S. Bankira, “Digital literacy skills among higher secondary students: Demographic differences and educational implications,” Asian Journal of Education and Social Studies, vol. 51, no. 12, pp. 183-195, 2025, doi: 10.9734/ajess/2025/v51i122685.
H. Mondal, G. Marndi, J. K. Behera, and S. Mondal, “ChatGPT for teachers: Practical examples for utilizing artificial intelligence for educational purposes,” Indian Journal of Vascular and Endovascular Surgery, vol. 10, no. 3, pp. 200-205, 2023, doi: 10.4103/ijves.ijves_37_23.
Z. H. Zeng, “Teachers’ digital literacy oriented toward national development strategies: Opportunities, practical challenges, and pathways,” Higher Education Exploration, no. S2, pp. 144-146, 2025.
M. Alwaqdani, “Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties,” Education and Information Technologies, vol. 30, no. 3, pp. 2737-2755. doi 10.1007/s10639-024-12903-9, 2025.
K. Lin and M. F. Liu, “Innovative pathways for teacher digital literacy development from the perspective of game functionalism,” Contemporary Education Science, no. 1, pp. 55-65, 2025.
L. Bai, G. T. Li, and Y. T. Sun, “Constraints and solutions for digital literacy development of vocational teachers from an ecological perspective,” Vocational and Technical Education, vol. 46, no. 4, pp. 52–58, 2025.
L. Luo, “Pathways for teacher digital literacy development: International insights and the Chinese approach,” Primary and Secondary School Management, no. 5, pp. 17-20, 2024.