Lan Huihui, Bailey Richard, Tan Wee Hoe
Chongqing University of Technology, Chongqing, China.
Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
Heliyon. 2024 Aug 6;10(16):e35675. doi: 10.1016/j.heliyon.2024.e35675. eCollection 2024 Aug 30.
Rapid growth has been witnessed in digital technologies, resulting in significant productive changes in communication and information technology-oriented practices in different fields. Hybrid teaching or blended learning has gained progressively widespread acceptance in the educational process, and concerns about teachers' information and communication technology (ICT) competence or digital competence have become prevalent. This study adopts a systematic review to interpret and analyse the relevant research findings, aiming to systematically investigate the existing models and paradigms of ICT competence or digital capacities and to understand further how these models and paradigms are applied specifically within the context of Chinese universities. Based on inclusion and exclusion criteria, 12 out of 801 candidate studies were accessed from Web of Science, Scopus and the China National Knowledge Infrastructure (CNKI) databases. The findings indicate that the Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Guides for Teachers in Higher Education (CETG) are frequently used to evaluate college educators' digital proficiency or ICT capability in China. Educators' demographic characteristics, self-efficacy, external factors such as institutional policies and the availability of infrastructure and training collectively influence how digital teaching is integrated within Chinese higher education institutions. By conducting a systematic review of research trends and the critical factors affecting the digital competence of faculty in Chinese universities, this study aims to equip policymakers and educators with a deeper understanding of how to prepare for educational shifts in the digital era and thereby ensure the sustainability of professional development.
数字技术发展迅速，给不同领域中以通信和信息技术为导向的实践带来了重大的生产变革。混合式教学或混合学习在教育过程中逐渐得到广泛认可，对教师信息通信技术（ICT）能力或数字能力的关注也日益普遍。本研究采用系统综述的方法来解读和分析相关研究结果，旨在系统地调查ICT能力或数字能力的现有模型和范式，并进一步了解这些模型和范式在中国大学背景下是如何具体应用的。根据纳入和排除标准，从Web of Science、Scopus和中国知网（CNKI）数据库的801项候选研究中筛选出12项进行分析。研究结果表明，技术教学内容知识（TPACK）和《高等学校教师教育技术指南》（CETG）在中国常被用于评估高校教育工作者的数字素养或ICT能力。教育工作者的人口统计学特征、自我效能感、机构政策等外部因素以及基础设施和培训的可获得性共同影响着数字教学在中国高等教育机构中的整合方式。通过对中国大学教师数字能力的研究趋势和关键影响因素进行系统综述，本研究旨在使政策制定者和教育工作者更深入地理解如何为数字时代的教育变革做好准备，从而确保专业发展的可持续性。
