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<p>To facilitate digital transformation, regional educational sectors have launched specific actions focusing on teacher professional development, particularly promoting teachers’ digital literacy. However, less is noticed regarding the status of teachers’ digital literacy under regional digital transformation actions, which is also known as teacher professional development at scale (TPD@Scale) program. This study aims to investigate status of teachers’ digital literacy and its predictors in the context of TPD@Scale. A total of 1,555 teachers finished a survey including their digital literacy and individual characteristics. The findings are threefold: first, this study validated a 16-item scale that&#xa0;adhered to the five-dimensional national digital literacy framework for Chinese teachers with confirmative factor analysis. Second, it revealed three latent profiles among teachers: barely qualified (359 cases; 23.1%), medium balanced (668 cases; 42.9%), and high inconsistent (528 cases; 34.0%). Third, the multinomial logistic regression analysis revealed that teachers’ innovativeness and conscientiousness were&#xa0;significantly related to their profiles. This finding offers practical guidelines for designing training programs to improve teachers’ digital literacy in the future. For example, targeted training method, incorporating personal characteristics, such as conscientiousness and innovativeness, would enhance the relevance and effectiveness of TPD@scale and ultimately achieve a high-satisfactory level of teachers’ digital literacy.</p>

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Teachers’ Digital Literacy Within the Teacher Professional Development at Scale Program: Measurement, Profiles and Predictors

  • 期刊论文

  • 发表日期：

    2025年12月7日

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  • Jiutong Luo,
  • Huihui Han,
  • Meng Sun

摘要

To facilitate digital transformation, regional educational sectors have launched specific actions focusing on teacher professional development, particularly promoting teachers’ digital literacy. However, less is noticed regarding the status of teachers’ digital literacy under regional digital transformation actions, which is also known as teacher professional development at scale (TPD@Scale) program. This study aims to investigate status of teachers’ digital literacy and its predictors in the context of TPD@Scale. A total of 1,555 teachers finished a survey including their digital literacy and individual characteristics. The findings are threefold: first, this study validated a 16-item scale that adhered to the five-dimensional national digital literacy framework for Chinese teachers with confirmative factor analysis. Second, it revealed three latent profiles among teachers: barely qualified (359 cases; 23.1%), medium balanced (668 cases; 42.9%), and high inconsistent (528 cases; 34.0%). Third, the multinomial logistic regression analysis revealed that teachers’ innovativeness and conscientiousness were significantly related to their profiles. This finding offers practical guidelines for designing training programs to improve teachers’ digital literacy in the future. For example, targeted training method, incorporating personal characteristics, such as conscientiousness and innovativeness, would enhance the relevance and effectiveness of TPD@scale and ultimately achieve a high-satisfactory level of teachers’ digital literacy.