ISSN: 2226-6348
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The rapid advancement of digital technologies has profoundly transformed educational paradigms, necessitating the enhancement of teachers’ digital competence as a cornerstone for successful educational digitalization. This study investigates the current status, challenges, and strategic pathways for improving digital competence among English teachers in Shanxi universities, China. Utilizing a mixed-methods approach—including questionnaire and interview—the research evaluates teachers’ digital competence across five dimensions: Professional Development, Digital Resource Utilization, Digital Teaching Practices, Student Empowerment, and Scientific Research. Findings reveal that while teachers exhibit relatively high proficiency in professional development and digital resource integration, significant gaps persist in scientific research capabilities. Challenges such as insufficient training, policy-practice disparities, and resource allocation inequities are identified. Drawing on international frameworks like DigCompEdu and localized strategies, this paper proposes actionable pathways, including the establishment of dynamic digital competence standards, diversified training programs, policy reinforcement, school-based professional development, and international collaboration. The study contributes to both theoretical and practical discourses on educational digitalization, offering insights for higher education reform.
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