An Empirical Study on Enhancing the Digital Literacy of Political Education Teachers
in Higher Vocational Colleges
Zeng Qinglin
(Quanzhou College of Light Industry, Quanzhou, Fujian 362200, China)
[Abstract]: Enhancing the digital literacy of vocational college ideological and political education instrue-tors is a pressing need of the times in the context of educational digital transformation and the reform and in-novation of ideological and political education courses. This study employed a single-group pre-post quasi-ex-perimental design, targeting 20 ideological and political education instructors at Quanzhou Light Industry Voca-tional College. A customized training program was designed and implemented, covering three major modules:"Digital Technology Literaey and Policy Understanding." "Enhancement of Smart Teaching Capabilities andClassroom Reconstruetion," and "Digital Ethics and Online Ideological and Political Guidance." A comparisonof pre- and post-test scores revealed that the teachers' average post-test score (87.85) increased significantlyby 15.45 points compared to the pre-test (72.40), with the Teaching Eficieney Index (E.I.) reaching 0.56, ex-ceeding the 0.50 threshold for high efficiency. Satisfaction surveys indicated that the mean scores across allfour dimensions ranged from 4.33 to 4.52 (on a 5-point scale), demonstrating that the training was highly rec-ognized by the teachers. The study also found that "course content design" and "practical applicability" werekey factors infuencing teachers' satisfaction with the training. Finally, we proposed specific recommendations atboth the individual teacher and institutional levels, aiming to provide empirical references for vocational collegesin cultivating the digital literacy of ideological and political education instructors.
[KeyWords]: higher vocational colleges; ideological and political education instructors; teacher digital litera-cy; training course design; quasi-experimental study
WeChatHotline
