Strategies for Developing Teachers' Digital Teaching Competency in Fujian Higher Vocational Colleges

Abstract

The present research aims to study the components and indicators of digital teaching competency in Fujian higher vocational colleges, explore the current state, the defined state and the priority needs index of digital teaching competency of teachers in higher vocational college teachers in Fujian Province and design and evaluate strategies for developing teachers' digital teaching competency in higher vocational colleges Fujian Province. The research is structured in three phases: firstly, identifying the components and indicators that of teachers' digital teaching competency; secondly, exploring the current and desired states of digital teaching competency in Fujian higher vocational colleges; thirdly, designing and evaluating the Strategies for developing teachers' digital Teaching Competency in Fujian Higher Vocational Colleges. The study encompasses a sample of 412 educators from three higher vocational colleges in Fujian. Data collection instruments include interview form, questionnaire, and evaluation forms. The data are analyzed by percentage (%), mean (X), standard deviation (S.D.), and Priority Needs Index modification (PNImodified).

The results indicate that.

1. The components and indicators of teachers' digital teaching competency consist of 4 main components and 14 indicators including: 1) Digital awareness and attitude with 3 indicators; 2) Digital skills and training with 5 indicators; 3) Institutional construction with 3 indicators, 4) Digital teaching application with 3 indicators. The assessment of the possibility level is very high, and the adequacy level is also very high.

2. The current state of digital teaching competency is at a medium level, the desired state is at a high level, and the priority needs index of the components from high to low are followed by Institutional construction, Digital skills and training, Digital awareness and attitude, and Digital teaching application.

3. According to experts' evaluation, the mean of appropriateness of the goals and strategies is high, the mean of accuracy is high and the mean of feasibility is also high. The goals from high to low are: 1) Establish a comprehensive incentive, training, and evaluation system; 2) Build a sustained, effective, and comprehensive teaching capacity training and practical environment; 3) Continuously enhance teachers' awareness and confidence in digital teaching; 4) Teachers' digital teaching competency and experience have been enhanced. Each goal is designed with a corresponding development strategy. The strategies from high to low are: 1) Develop and implement comprehensive incentive, training, and evaluation strategies to bolster the advancement of digital teaching capabilities among teachers including 5 measures; 2) Enhance educators' proficiency in digital tools and methodologies through ongoing training and hands-on experience including 5 measures; 3) Foster a positive perception and proactive stance towards digital teaching among faculty to encourage innovative integration in educational practices including 5 measures; 4) Facilitate the accumulation of digital teaching application for teachers through active engagement and collaborative exchange including 6 measures.

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