A Study on Digital Literacy of Chinese Secondary School Teachers in the Era of Artificial Intelligence

Authors

  • Shengsheng Zheng

DOI:

https://doi.org/10.54097/tdy31h37

Keywords:

Artificial Intelligence, Digital Literacy, Teacher Training, Education Transformation.

Abstract

The purpose of this paper is to provide a comprehensive overview of the current state of research on digital literacy among Chinese secondary school teachers in the age of artificial intelligence, and to explore its application and impact in teaching practice. First, this paper analyzes the evolution of digital literacy, especially in response to the challenges of artificial intelligence, and proposes the competency needs of teachers in information technology, data management, and algorithmic awareness. Second, the paper summarizes the understanding and practice of teachers' digital literacy in both domestic and international studies, points out the challenges faced by teachers in the process of enhancing digital literacy, such as technological resistance, insufficient training, and uneven resources, and also identifies the potential of AI tools in teacher training, which are able to promote the enhancement of teachers' competence through personalized learning. Finally, the article offers specific recommendations for improving the digital literacy of teachers in China, emphasizing the need for practical policies and training programs to respond to changing educational needs. The study suggests that the improvement of teachers' digital literacy not only contributes to the quality of education, but is also key to the realization of AI-driven educational transformation.

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References

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Published

21-01-2025

Issue

Section

Articles

How to Cite

Zheng, S. (2025). A Study on Digital Literacy of Chinese Secondary School Teachers in the Era of Artificial Intelligence. International Journal of Education and Social Development, 2(1), 48-51. https://doi.org/10.54097/tdy31h37