技术赋能教育转型：提升教师数字素养的国际实践

Core Viewpoint - The rapid development of technology is transforming the skills required by workers, making digital skills a universal necessity across most jobs. Countries are prioritizing the enhancement of teachers' digital literacy as a key agenda in the digital transformation of education to adapt to changes in job structures and skill demands, promoting high-quality and sustainable development in education [1]. Summary by Sections Teacher Digital Literacy Dimensions - Teacher digital literacy now encompasses a comprehensive ability system that includes teaching, management, and professional development, rather than just technical skills. Various international organizations have released policy frameworks to guide the development of teachers' digital literacy, which are both common and regionally adaptable [1]. International Frameworks - The UNESCO's 2018 "ICT Competency Framework for Teachers" outlines a three-stage structure of "knowledge acquisition, knowledge deepening, and knowledge creation," covering six dimensions of digital competency. This framework serves as a roadmap for global teacher digital literacy development, encouraging localized practices [2]. - The European Commission's 2017 "Digital Competence Framework for Educators" defines 22 specific competencies for teachers, categorized into six areas. This framework provides a unified reference for EU member states to enhance teachers' digital teaching capabilities [2]. - The ISTE's 2018 "Educator Standards" categorizes teachers' digital competencies into seven professional roles, providing a comprehensive view of the professional capabilities required in the digital age [3]. Pathways for Enhancing Teacher Digital Literacy - Countries are exploring unique pathways to enhance teacher digital literacy, focusing on "institutional support, training empowerment, and practical implementation" to shift from passive to proactive development of digital skills [4]. Case Studies of National Initiatives - Finland integrates teacher digital literacy into its national curriculum and "New Competence Development Plan," emphasizing the role of teachers in fostering students' digital skills. The Finnish Ministry of Education has initiated various support measures since 2020 to enhance teachers' use of digital tools [5]. - Singapore's Ministry of Education introduced the "Educator Skills Future Framework" in 2020, incorporating digital teaching methods into core competencies and emphasizing teachers' roles in advancing digital classrooms [6]. - The U.S. Department of Education's 2024 "National Education Technology Plan" aims to bridge gaps in digital usage, design, and access, focusing on enhancing teachers' professional capabilities in using digital tools for effective teaching [6]. - Norway's 2017 "Professional Digital Competence Framework" outlines key responsibilities for teachers in digital teaching, emphasizing the integration of technology into teaching contexts [7]. Transition from Digital Literacy to AI Literacy - The acceleration of AI technology in education marks a new phase of digital transformation, where AI literacy builds upon digital literacy, requiring teachers to develop skills in data understanding, algorithm awareness, and ethical judgment [8]. Future Directions - South Korea's 2023 "Digital-Based Education Innovation Plan" aims to integrate AI into basic education, with a focus on developing digital talent and enhancing teachers' capabilities in using AI digital materials [9]. - Germany's 2022 "Digital Strategy" emphasizes the continuous improvement of digital skills among learners and teachers, establishing long-term mechanisms for curriculum implementation and teaching improvement [10]. - South Africa's 2020 "Digital and Future Skills Strategy" aims to enhance teachers' digital skills through curriculum reform and infrastructure development, with a focus on integrating AI-related courses [11]. Conclusion - The comprehensive enhancement of teachers' digital and AI literacy is essential for adapting to the evolving educational landscape, requiring countries to develop standardized frameworks and diverse platforms for improvement while addressing individual teacher needs [12].