Volume 3,Issue 9
Digital Literacy for University Foreign Language Teachers: Theoretical Reconceptualization, Evaluation System, and Enhancement Pathways
The deepening digital transformation of education has placed revolutionary demands on the professional competence structure of university foreign language teachers. Digital literacy has transcended mere technical operational skills to become a comprehensive professional attribute integrating cognition, practice, ethics, and development. This article aims to re-examine and redefine the essential connotation of digital literacy for university foreign language teachers from a pedagogical theoretical perspective, and to systematically analyze the practical dilemmas and structural challenges in its development. Building upon this foundation, it constructs a developmental-oriented, multidimensional, and operable “three-dimensional, four-tier” evaluation system model for digital literacy. Furthermore, it designs a systemic enhancement pathway that integrates national policy, institutional support, platform empowerment, and teacher agency. This study seeks to provide a framework with both theoretical foresight and practical guidance for promoting the digital professional development of university foreign language teachers in China and facilitating the deep integration and transformation of foreign language education in the digital age.
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