The Status Quo and Development Recommendations of Teachers’ Digital Literacy in Secondary Vocational Schools —An Empirical Study Based on Ten Secondary Vocational Schools in Zhanjiang City

Abstract

Research into Teachers’ Digital Literacy is a focal point of academic inquiry during the phase of national digital transformation and remains at the forefront of global educational development in the digital era. This paper is grounded in the ‘The Scale for Teachers’ Digital Literacy in Vocational Schools’ and utilizes a questionnaire survey methodology to gather 283 valid responses from teachers across ten secondary vocational schools in Zhanjiang City for empirical analysis. This paper concentrates on precisely delineating the macroscopic profile and the microscopic nuances across various dimensions of teachers’ digital literacy in the secondary vocational schools. It seeks to identify existing issues and challenges associated with teachers’ digital literacy, offering a methodology that combines quantitative research findings with philosophical discourse to enhance the digital literacy of secondary vocational educators and elevate the standards of digital education in these schools.