A Study of Teachers’ Digital Literacy Enhancement Strategies in the Context of Information Technology in Higher Education

Abstract This study investigates the digital literacy of college teachers, and the current situation of digital literacy of college teachers was obtained through a questionnaire survey, and the data from the survey were organized using SPSS27 software. After that, one-way multilevel one-way ANOVA was used to determine the P-value and obtain the least significant difference between treatments. The correlation between multiple variables was explored through analytical methods such as multiple regression and data mining, on which countermeasures were proposed for improving the digital literacy of college teachers. The results show that teachers’ gender, age, and education all affect their digital literacy level. Among them, there is no significant difference between the digital literacy of male teachers and female teachers. There is a significant difference between teachers of different ages on digital application, digital social responsibility and professionalism, with F values ranging from 4.330 to 4.728 (p < 0.05). There was no significant difference between teachers with different educational qualifications in all dimensions. The regression coefficients for digital awareness and digital technology knowledge and skills when they were the dependent variables ranged from 0.078-30.045 and 1.171-61.323 (p < 0.05) for the remaining five dimensions except for digital awareness and digital application, respectively. The dimensions of digital application and professional development, when they are the dependent variables respectively, can produce significant correlations with all other indicators (P = 0.000). And there is a highly significant correlation between digital social responsibility, digital literacy, and data-based applications.