Zhenqing Wang

Zhenqing Wang

Oct. 30, 2026

Higher vocational colleges, English teachers, Digital literacy, Education digitalization, Promotion path.

Driven by the in-depth advancement of the education digitalization strategy and the high-quality development of vocational education, the digital literacy of English teachers in higher vocational colleges has become a key variable affecting the quality of technical and skilled talent cultivation and the digital transformation of foreign language education. Grounded in the type attributes of vocational education and the characteristics of the English discipline, this study examines the connotation of digital literacy of English teachers in higher vocational colleges and reveals its actual states across dimensions including digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development. The examination finds that the digital literacy of these teachers is generally at a moderately high level, yet digital application, particularly in teaching design and implementation as well as learning assessment, remains relatively weak, with significant disparities across variables such as teaching age, professional title, and region. The constraining factors involve multiple dimensions, including insufficient digital awareness and technology reserves of teachers, ineffective digital resource allocation and training support of institutions, and the absence of evaluation and incentive mechanisms. Accordingly, systematic promotion paths are proposed from the perspectives of awakening digital awareness, optimizing training provision, deepening resource co-construction, and improving evaluation and incentives, aiming to provide theoretical reference and practical guidance for cultivating the digital literacy of English teachers in higher vocational colleges.

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license