Research on Policies for Teachers’ Digital Ethics Literacy at Home and Abroad: Status and Implications

Abstract

In the process of educational digital transformation, teachers’ digital ethics literacy is a fundamental safeguard for protecting students’ rights and promoting educational equity. This study reviews the evolution and key characteristics of policies concerning teachers’ digital ethics literacy in the past 10 years at home and abroad. The findings indicate that Chinese policies primarily focus on digital ethics and safety education for students, the redefinition of teachers’ role, and the development of a harmonious framework for human–technology governance. In contrast, policies abroad place greater emphasis on teachers as ethical agents and pay more attention to social justice and equity. Based on these findings, this study believes that countries should develop differentiated standards for teachers’ digital ethics literacy, improve assessment systems, and strengthen targeted training for teachers.