原标题：技术赋能教育转型：提升教师数字素养的国际实践 当今世界，科学技术的迅猛发展引发了劳动者所需技能的变化，数字技能正从过去的优势能力迅速转变 为多数岗位普遍需要的通用能力。在此背景下，多国把提升教师数字素养纳入教育数字化转型的关键议 程，以增强教育系统对职业结构调整与技能需求变化的适应能力，推动教育事业高质量、可持续发展。 作者：付洪、蔡琛（分别系南开大学马克思主义学院教授、博士生导师，南开大学马克思主义学院博士 生） 教师数字素养的构成维度 随着教育数字化进程加快，教师数字素养已不再是单一的技术操作能力，而是涵盖教学、管理、专业发 展等多维度的综合能力体系。目前，全球多个国际组织已发布相关政策框架，为各国教师数字素养建设 提供了重要参照。这些政策既有共性，也兼顾地域适配性。 联合国教科文组织在2018年发布了《教师信息通信技术能力框架》，以"知识获取—知识深化—知识创 造"三个渐进阶段为架构，构建了涵盖"理解信息通信技术（ICT）教育政策、课程与评估、教学法、数 字技能应用、组织与管理、教师专业学习"六大维度的教师数字能力体系。该框架为全球教师数字素养 发展提供了路线图，引导教师教学从基础的ICT运用逐 ...

Core Insights - The integration of artificial intelligence (AI) into education is rapidly transforming teaching methods and classroom dynamics, with a significant increase in AI course offerings in primary and secondary schools across various regions [1][2]. Group 1: AI Integration in Education - AI courses are not only changing the curriculum but also redefining the role of teachers, allowing them to provide personalized teaching analysis and create tailored learning plans for students [2]. - A survey covering 31 provinces, involving 322,000 students, 284,000 teachers, and 52,000 parents, revealed that 99% of students have encountered AI, and 85.6% have used AI to assist with homework [1]. Group 2: Teacher Digital Literacy - Over 70% of teachers in China can access digital educational resources through multiple channels, and more than 50% can utilize digital technology for individualized instruction, indicating a notable improvement in teacher digital literacy [2]. - The Ministry of Education has initiated actions to enhance teacher development through digital empowerment, making digital literacy a fundamental requirement in teacher qualification exams [2]. Group 3: Systematic Empowerment and Evaluation - There is a need for a systematic approach to enhance resources such as textbooks and teaching tools while establishing a long-term training system to ensure comprehensive coverage for teachers [3]. - Implementing differentiated evaluation methods and creating detailed grading scales will help address disparities in educational resources and teacher capabilities across different regions [3].

Core Viewpoint - The rapid development of digital technology in education necessitates higher digital literacy and skills among teachers, but challenges such as inadequate hardware and software support, incomplete training systems, and insufficient technical application abilities hinder progress [1] Group 1: Establishing Support Mechanisms - Higher education institutions should focus on creating a support mechanism for teachers' professional development through digital technology, including enhancing infrastructure and establishing a comprehensive institutional framework [2] - Investment in smart campus construction is essential, ensuring full coverage of wired and wireless networks, and creating various digital teaching environments equipped with advanced digital devices [2] - A dedicated institution for the development of teachers' digital capabilities should be established, with clear planning and funding to support training and equipment acquisition [2][3] Group 2: Optimizing Training Systems - The training system for teachers should be innovated to ensure comprehensive coverage of digital literacy and skills training [4] - Training content should be scientifically planned based on diagnostic assessments of teachers' digital teaching capabilities, with tailored programs for different experience levels [4][5] - A dual training model that integrates pre-service and in-service training should be implemented, promoting continuous learning and mentorship for new teachers [5][6] Group 3: Strengthening Practical Application - Practical application is crucial for enhancing teachers' digital literacy and skills, with a focus on real-world scenarios for digital practice innovation [7] - A training cycle that combines theory and practice should be established, allowing teachers to learn cutting-edge digital teaching theories and engage in interactive classroom experiences [7] - Collaboration between schools and external organizations should be encouraged to enhance teachers' skills through joint training and practical projects [7]

Core Insights - The "Blue Book on Teacher Education: China Teacher Education Development Report (2025)" has been officially released, marking the fourth consecutive year of publication by Nanjing Xiaozhuang College, aiming to explore high-quality teacher education transformation paths in China [1][2] Group 1: Overview of the Blue Book - This is the first blue book in China focusing on junior high school education, comprising 15 analytical reports authored by renowned experts in the field [2] - The blue book addresses key areas such as pre-service training, in-service training, rural junior high school teacher education, and inclusive education, analyzing the current challenges and future trends in high-quality education reform [2] Group 2: Current State of Teacher Education - Teacher education in China is steadily developing, with significant improvements in the scale and quality of the teaching workforce, a continuously improving education system, and deepening management reforms [2] - The comprehensive development index of teacher education is steadily rising, indicating progress in the sector [2] Group 3: Teacher Training System - A teacher training system has been established, primarily involving normal universities and comprehensive non-normal universities, covering both undergraduate and graduate levels, which meets the pre-service education needs for junior high school teachers [2] - The blue book highlights the uneven development of digital literacy among junior high school teachers and suggests enhancing evaluation mechanisms, building resource collaboration networks, deepening training systems, and creating a digital cultural atmosphere to improve digital literacy effectively [2]

Core Viewpoint - The Ministry of Education has issued a notification to enhance teachers' digital literacy, emphasizing the integration of digital and artificial intelligence technologies to build a high-level teaching workforce in the new era [1][3]. Group 1: Digital Literacy Requirements - The notification states that digital literacy will be included in the qualification exams for primary and secondary school teachers, marking a shift from being an "additional item" to a "basic item" in teacher qualifications [3]. - High-level teacher digital literacy encompasses multiple dimensions, including digital awareness, technology application, teaching innovation, and social responsibility, which are crucial for enhancing teaching effectiveness [2][3]. Group 2: Implementation and Training - Schools are encouraged to conduct comprehensive training for teachers on artificial intelligence and digital literacy, aiming to eliminate resistance and fear towards digital technologies [6]. - The notification outlines the need for systematic and high-standard training programs in normal universities, integrating AI ethics and data security into the curriculum to enhance teachers' awareness and capabilities in using technology [7]. Group 3: Collaboration and Innovation - The notification promotes collaboration between educational institutions and technology companies to develop AI tools that are more suitable for teachers, enhancing their ability to create engaging learning environments [6]. - Schools are exploring various digital technology application scenarios, such as holographic teaching classrooms and VR/AI experimental centers, to facilitate teachers' training in digital skills [5].

Group 1 - The Ministry of Education has announced the implementation of a digital empowerment initiative for teacher development, focusing on six key tasks [1] - The initiative aims to enhance teachers' digital literacy over a period of 3 to 5 years, making the use of digital tools in education a new norm [1] - A comprehensive support system for teacher development utilizing digital and artificial intelligence technologies will be established [1] Group 2 - The initiative includes the establishment of a digital literacy standard system for teachers, which will involve revising professional standards and integrating digital literacy as a core competency [2] - Continuous assessment of teachers' digital literacy will be conducted, with the development of an evaluation index and regular reporting [2] - Local schools are encouraged to build smart campuses and collaborate with digital technology companies to enhance digital teaching capabilities [2]

Core Points - The Ministry of Education has issued a notice to implement a digital empowerment action plan for teacher development, emphasizing the need to improve the digital literacy standard system for teachers [1] Group 1: Digital Literacy Standards - The action plan includes the development of standards for teachers' digital literacy, intelligent literacy standards for teachers, digital capability standards for primary and secondary school principals, and a framework for higher education teachers' digital capabilities [1] - A classification and grading capability system will be established to provide a basis for enhancing teachers' digital literacy and developing educational resources [1] Group 2: Training and Assessment - The Ministry aims to promote comprehensive coverage of digital literacy training for teachers, with guidelines for improving teachers' digital literacy being developed [1] - The plan includes ongoing assessments of teachers' digital literacy, with the Ministry researching and establishing an evaluation index system and commissioning third parties to conduct assessments [1]

Core Viewpoint - The article emphasizes the importance of enhancing teachers' digital literacy as a key to advancing education in the digital economy, highlighting the need for deep integration of digital technology in educational processes [1][2][3]. Group 1: Digital Literacy Goals - The goal of enhancing digital literacy should not only focus on the application of digital technology but also on the deeper values and practical logic behind educational transformation [2]. - The rise of generative artificial intelligence presents both opportunities and challenges for education, necessitating a focus on ethical considerations and the potential negative impacts of technology [2][3]. - The transformation of educational paradigms is required to meet the demands of digital economy and future industries, shifting from a teacher-centered to a learner-centered approach [2][3]. Group 2: Teacher Digital Literacy Framework - The Ministry of Education has released the first standard for "Teacher Digital Literacy," defining it as the ability to effectively utilize digital technology for educational purposes [3]. - A comprehensive digital literacy framework for teachers should encompass six dimensions: value guidance, awareness cultivation, knowledge skills, practical application, social responsibility, and professional development [3]. - The foundation of digital literacy involves the ability to gather, process, and evaluate digital information, emphasizing the importance of lifelong learning and deep expertise in one's field [3]. Group 3: Systematic Enhancement of Digital Literacy - Improving teachers' digital literacy is a systemic project that requires collaboration among government, universities, and enterprises [4]. - The U.S. has established various national education technology plans to encourage the development of digital literacy among teachers, which can serve as a reference for China [4]. - Practical application of digital literacy in educational contexts is crucial, necessitating cooperation among various stakeholders to develop digital education platforms and resources [4][5]. Group 4: Implementation Strategies - Higher education institutions should establish mechanisms to reward and incentivize digital literacy improvement as part of teacher training and evaluation [5]. - Teachers should be encouraged to innovate in educational practices by integrating digital technology into various aspects of teaching and learning [5].