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26 October 2025

A Review of Research on the Evaluation of Digital Literacy among Vocational Education Teachers

Quanying Du*
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1 School of Economics and Management, Tianjin University of Technology and Education, Tianjin 300222, China
CEF 2025 , 3(9), 154–162; https://doi.org/10.18063/CEF.v3i9.1091
© 2025 by the Author. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
Abstract

Conducting evaluations of digital literacy among vocational school teachers is crucial for enhancing their teaching abilities and adapting to societal development. Although existing research on teachers' digital literacy is abundant, there is relatively little theoretical research on the evaluation of digital literacy among vocational school teachers. Digital literacy evaluation serves to identify, understand, and assess teachers' proficiency in digital evaluation, providing a vital reference for subsequent improvement and development. Based on this, this paper explores the concepts of vocational education teachers, their digital literacy, and the evaluation of their digital literacy one by one, drawing on current domestic and international literature research. This exploration aims to understand the state of research on the evaluation of digital literacy among vocational education teachers and provide references for subsequent related studies. It systematically reviews relevant research achievements both domestically and internationally, clarifies the current research status and development trends of digital literacy evaluation among vocational education teachers, identifies existing problems, and discusses countermeasures. This provides theoretical support and practical references for constructing a scientific and operable evaluation system.

Keywords
vocational education teachers
digital literacy
evaluation
research review
References

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