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<p>With the widespread adoption of the internet, the significance of digital tools in education continues to expand, and teachers’ digital literacy directly influences classroom teaching effectiveness. This study examines the potential mediating roles of psychological capital and learning engagement in the relationship between digital literacy and teaching competence among primary and secondary school teachers. Using random sampling, 764 teachers completed questionnaires measuring digital literacy, psychological capital, learning engagement, and teaching competence. The findings revealed positive correlations among digital literacy, psychological capital, learning engagement, and teaching competence in primary and secondary school teachers. Furthermore, psychological capital and learning engagement were found to play a chain mediating role in the relationship between digital literacy and teaching competence. These findings highlight that systematic enhancement of teachers’ digital literacy, cultivation of psychological capital, and promotion of sustained learning engagement is critical for fostering sustainable pathways to improve teaching competence in the digital age within the Chinese educational context.</p>

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The relationship between teachers’ digital literacy and teaching competence: the chain mediating role of psychological capital and learning engagement

  • 期刊论文

  • 发表日期：

    2025年9月9日

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  • Zhonglian Yan,
  • Zhengliang Shen,
  • Haojie Yuan,
  • Zhihui Wu,
  • Xinxin Tang

摘要

With the widespread adoption of the internet, the significance of digital tools in education continues to expand, and teachers’ digital literacy directly influences classroom teaching effectiveness. This study examines the potential mediating roles of psychological capital and learning engagement in the relationship between digital literacy and teaching competence among primary and secondary school teachers. Using random sampling, 764 teachers completed questionnaires measuring digital literacy, psychological capital, learning engagement, and teaching competence. The findings revealed positive correlations among digital literacy, psychological capital, learning engagement, and teaching competence in primary and secondary school teachers. Furthermore, psychological capital and learning engagement were found to play a chain mediating role in the relationship between digital literacy and teaching competence. These findings highlight that systematic enhancement of teachers’ digital literacy, cultivation of psychological capital, and promotion of sustained learning engagement is critical for fostering sustainable pathways to improve teaching competence in the digital age within the Chinese educational context.