Pathways for Enhancing Pre-Service Teachers’ Digital Literacy in the Context of Digital Transformation: Construction and Practical Research on a Competency Assessment System Based on Blended Training
TL;DR
The results show that the competency assessment system effectively diagnoses digital-literacy shortcomings and significantly improves digital teaching capability, especially in resource development and technology integration, with relevance to wireless learning platforms and electromagnetically reliable smart classrooms.
Abstract
With the acceleration of digital transformation in education, improving pre-service teachers’ digital literacy has become essential for high-quality teacher education and for preparing future educators to work in technology-rich engineering environments. This study constructs and empirically verifies a competency assessment system embedded in a blended training scenario. Based on domestic and international standards and the cognitive characteristics of preservice teachers, the assessment system includes four dimensions: awareness and attitude, knowledge and skills, application and innovation, and social responsibility and ethics. A one-semester blended training program combining online micro-lectures with offline workshops is then implemented, and formative assessment is used to monitor learning progress and provide feedback. A quasi-experimental design compares the post-test digital literacy scores of an experimental group receiving blended training and formative assessment with those of a control group receiving conventional training. Correlation analysis of learning behavior data is also conducted. The results show that the system effectively diagnoses digital-literacy shortcomings and significantly improves digital teaching capability, especially in resource development and technology integration, with relevance to wireless learning platforms and electromagnetically reliable smart classrooms.