Bianqi Sun, Jingyi Shi, Ying Gu

Ying Gu

Novermber 20, 2025

Digital transformation, English classrooms, Teacher digital literacy, Development dilemmas, Support mechanisms, Theoretical model.

This study explores the multifaceted dilemmas encountered in developing digital literacy among university English teachers in China, a process situated within the broader context of national educational digitalization policies. It subsequently proposes a series of integrated support mechanisms designed to address these challenges effectively. Grounded in foundational policy documents such as the "Digital Literacy of Teachers" standard (JY/T 0646—2022) and the "14th Five-Year Plan for National Informatization" (2021), this research employs a methodology based on literature review, conceptual analysis, and theoretical modeling. The key findings reveal that the dilemmas faced by educators can be categorized into four primary dimensions: technical, resource, institutional, and cognitive. In response, a four-level support framework—encompassing policy, organization, training, and community (POTC)—is proposed. This framework is designed to create synergistic effects through the interaction of its components. Theoretically, this research enriches and extends established models, including the Technology Acceptance Model (TAM) and Resource Dependence Theory. Practically, it offers actionable policy suggestions for enhancing teacher professional development within the higher education sector, contributing to the successful digital transformation of English language instruction.

© 2025, the Authors. Published by ISCCAC

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