Lianqiu Tang

The digital transformation of education is reshaping teaching contexts, knowledge production, and teachers’ professional development. Traditional teacher competence, mainly centered on subject knowledge, classroom instruction, and class management, can no longer fully respond to intelligent technologies, continuous learning data, and blended education. Drawing on teacher competence theory and research on teachers’ digital literacy, this paper argues that teacher competence in digital education should not be reduced to technical operation. Instead, it should be reconstructed as a compound structure of “value guidance, technology integration, pedagogical innovation, data application, and collaborative development.” Its core dimensions include digital ethical literacy, digital technology application, digital instructional design and innovation, data literacy, and lifelong learning and collaborative development. At present, its development is constrained by weak digital awareness, mismatched training, lagging evaluation mechanisms, and regional digital divides. Therefore, teachers’ autonomous development, school support, policy guarantees, and evaluation reform should be jointly promoted, so that teachers can transform from technology adapters into designers, practitioners, and reflective professionals in digital education.

Digital education; Teacher competence; Teachers’ digital literacy; Connotation reconstruction; Teacher professional development

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