Evaluating Digital Literacy in Higher Education: Empirical Evidence from Sichuan Province, China

Abstract

The digital literacy of higher education teachers has become a key factor affecting the quality of education. In 2022, China’s Ministry of Education released an standard for teachers’ digital literacy (TDL). Therefore, this study conducted a questionnaire survey based on the TDL, and empirically analyzed the digital literacy of 271 higher education teachers in Sichuan Province, China. The results indicate that the digital literacy of higher education teachers generally falls within a moderate level, exhibiting high scores in digital awareness and digital social responsibility, yet necessitating enhancement in digital application and professional development. It was further found that factors such as age and professional title significantly influence teachers’ digital literacy, whereas the gender difference in digital literacy is not pronounced. Moreover, recommendations for enhancing digital literacy have been outlined to foster the development of teachers’ digital literacy.